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Nancy Peterman

ollie1 (Peterman): Iowa Online Course Standards - 3 views

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

ollie; moodle_iowa

shared by Nancy Peterman on 13 May 15 - No Cached
    • Nancy Peterman
      Nancy Peterman on 15 May 15
       
      This is a test
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • Nancy Peterman
      Nancy Peterman on 15 May 15
       
      This is the second sticky notes
  • The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
  • ...3 more annotations...
  • Instructions on how to access resources at a distance are sufficient and easy to understand.
    • hsstein
      hsstein on 18 May 15
       
      For someone teaching in a rural area, I find this to be very improtant.
  • The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning
    • hsstein
      hsstein on 18 May 15
       
      Maybe I'm to much of a worrier, but I have concerns about students in at the K-12 level communicating with each other using methods that are not monitored by the teacher such as email, etc...
  • These standards are from iNACOL's standards for online courses, and include alignment with Quality Matters and Rubric for Online Instruction
Marcia Powell

Free Technology for Teachers: Common Craft Explains Blended Learning - 2 views

www.freetech4teachers.com/...xplains-blending-learning.html

shared by Marcia Powell on 10 Feb 15 - No Cached
    • Marcia Powell
      Marcia Powell on 10 Feb 15
       
      I have seen this video, but what I appreciate about things like sharing boards is the incident of serendipity.  In my current work, I like to explore LMS platforms out there, including ones that have a mobile application attached.  I now have a new one to add to my list--Opus.    This is one of the fabulous pieces of online collaboration--often, I find what I need, but I also find what I want before I need it.  BONUS.
  • KIM BYRD on 11 Feb 15
     
    Yes blended learning seems like a great concept, until your classroom does not have the technology to perform the tasks.
denise carlson

Free Technology for Teachers: Common Craft Explains Blended Learning - 2 views

www.freetech4teachers.com/...xplains-blending-learning.html

shared by denise carlson on 09 Feb 15 - No Cached
  • LMS that is worth checking out is Otus
    • denise carlson
      denise carlson on 09 Feb 15
       
      Otus is new to me. Do any of you have experience with it? What are the major differences between Otus and Moodle. In another part of my life I'm trying to learn Blackboard and I'm not finding it very intuitive. How about Otus? 
schreckkimberly

PLE Articles - 5 views

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

teacher and networked student

shared by schreckkimberly on 06 Jul 18 - No Cached
  • Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available.
    • dixieluna
      dixieluna on 06 Jul 18
       
      This is a shift in mindset for many teachers. Students have a a great resource (their cellphone) however, teachers/school do not allow students to use their phones. This would also require a certain amount of trust between the students and teacher.
    • ctinkham
      ctinkham on 06 Jul 18
       
      I allow cell phones at all times in my class (we just have a talk about what "within reason" means and how to use them in moderation) for exactly this reason---I have kids that prefer to type papers on their phones because it is faster for them. However, most of the other teachers in our school do not allow them out in class, so it's hard to be "that teacher" that throws off the routine for everyone else. Honestly, however, it's so much easier---I don't have to spend 5 minutes arguing with a kid about their phone.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • dixieluna
      dixieluna on 06 Jul 18
       
      Some students have a difficult time being self-directed. Is it difficult for teachers to know when to step in and when to step back?
    • hinzmanna
      hinzmanna on 08 Jul 18
       
      I wonder the same thing, Dixie. I also wonder how much teacher direction is appropriate when setting up their PLE?
    • ctinkham
      ctinkham on 10 Jul 18
       
      or perhaps creating an exemplar for students, then maybe helping them get started, step by step, until they are a little more comfortable with the idea and process.
  • An eportfolio
    • dixieluna
      dixieluna on 06 Jul 18
       
      This is my "ah-ha" moment. As I began reading about Symbaloo, I was questioning the ways students would use this resource. I think it is a great and creative way to make an eportfolio.
    • ctinkham
      ctinkham on 10 Jul 18
       
      yes! A page in an e-portfolio or in an online resume to show interests or other resources.
  • ...14 more annotations...
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dixieluna
      dixieluna on 06 Jul 18
       
      Isn't this one of our ultimate goals?
    • hinzmanna
      hinzmanna on 08 Jul 18
       
      Right? No matter what approach one takes, I believe this is always an ultimate goal.
  • Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions. Here's a chart that outlines the differences:
    • ctinkham
      ctinkham on 06 Jul 18
       
      "Ah-ha" moment for me: so a PLE (a term with which I was previously unfamiliar) is basically a collection of resources that is organized and available to everyone, and one that everyone can contribute to? Great idea, as opposed to a teacher providing everything for the student.
    • trudicabrera
      trudicabrera on 10 Jul 18
       
      I also think PLE's could be useful for small/large group projects as far as sharing resources. Group participants can share articles and they could use Diigo to share thoughts and ideas! I wish I knew about these things when I was in college!
  • Below is a video that shows how a 7th grade student uses Symbaloo as a PLE in her science class:
    • ctinkham
      ctinkham on 06 Jul 18
       
      am I missing a link? I'd like to see this
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
  • they liked the clean, visual interface of Symbaloo
    • marthaschwind
      marthaschwind on 10 Jul 18
       
      I think Symbaloo will be easy for all students to use.
    • trudicabrera
      trudicabrera on 10 Jul 18
       
      When I have used it in the past it has been easier for students to use on Chromebooks than iPads (atleast in my experience). I am excited to learn more about Symbaloo and hopefully learn some helpful tips/tricks to help better my usage of it in the classroom.
  • nstead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • trudicabrera
      trudicabrera on 10 Jul 18
       
      I teach first grade and have used symbaloo previously, however I am not sure if my students would benefit from having their own PLE's via symbaloo. In the past I have logged into my symbaloo on their ipads so they can access the resources (kahoot, myOn, pbsKids, etc) I want them too. I need a major "make-over" to my symbaloo, it isn't very student friendly.
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing
    • trudicabrera
      trudicabrera on 10 Jul 18
       
      I think this is extremely appealing to students, you can have the symbaloo page set as the home screen on computers and all of the websites/resources that are approved would be right at the disposal for the students.
    • schreckkimberly
      schreckkimberly on 14 Jul 18
       
      Truly an empowering and exciting way to guide students to collect information and demonstrate their learning. My kids ask to get on their symbaloo pages at home after school to show me what they are learning. If parents have access to the symbaloo pages too, they can actively be a part of their child's learning for that class.
  • A collection of resources related to a problem-based learning challenge
    • ljurich
      ljurich on 11 Jul 18
       
      Another idea generated for me! As each student team is working on a particular Orbis project, I'm thinking each project could have it's own symbaloo dashboard.
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.  
    • ljurich
      ljurich on 11 Jul 18
       
      This is great reminder that while students are technology natives, we have a responsibility to teach them positive, professional behaviors.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • ljurich
      ljurich on 11 Jul 18
       
      This has generated an idea for me to use Symbaloo in Orbis as a way for students to create individual portfolios showcasing evidence of their growth in the 3 key outcomes of Orbis: collaboration, problem-solving, and leadership.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play.
    • ljurich
      ljurich on 11 Jul 18
       
      I'm thinking about how valuable a resource like Symbaloo could be for students, especially as they contribute to it, for them to use it far beyond the scope of the classroom, after the class/course has ended.
    • schreckkimberly
      schreckkimberly on 14 Jul 18
       
      Agreed. This is how we continue to be learners as adults too. We all have our resources we regularly check in with to learn based on our interests and needs. Guiding students to learn to use technology in this way is truly opening the door to life-long learners.
  • are no longer the primary or even the best source of information available to students
    • schreckkimberly
      schreckkimberly on 14 Jul 18
       
      It is humbling and yet exciting to shift from the "sage at the stage" role to the "guide at the side". I feel that students will also feel a greater sense of support from teachers, whose job is to help them utilize tools to stretch their learning beyond what they alone can offer the student.
  • Study group resources
    • schreckkimberly
      schreckkimberly on 14 Jul 18
       
      I love that this is included as valuable-- sites that student groups can visit for peer collaboration. Important to remember that so many students are social learners and may acquire their deepest learning by collaborating with other students as opposed to individual exploration.
whsfieldbio

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by whsfieldbio on 20 Apr 19 - No Cached
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really key. I found especially with HS kids, they can get easily frustrated with self-assessment because they've been trained to just turn it in and pray. Going through the process with them explicitly helps them feel more comfortable with the process.
  • increase student responsibility and autonomy • strive for a more advanced and deeper understanding of the subject matter, skills and processes • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning) • involve students in critical reflection • develop in students a better understanding of their own subjectivity and judgement.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      All of these are worthy goals that I think almost every HS teacher I know would like to see more of in their students.
  • Students feel ill equipped to undertake the assessment.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really true. In teaching writing, I've found that having them do some peer assessment first gives them better perspective and fresh eyes to come back to their own writing. They have a much clearer view of their own strengths and weaknesses after seeing some of their peers' attempts at the same task.
  • ...18 more annotations...
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme. A few students referred to self-assessment in terms of their own expectations. More often, however, students spoke of the tension between their own and the teacher’s expectations. … Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.”
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      I've seen this a lot--especially in our best students. They have achieved so much in school because they've gotten good at giving teachers what they want. But learning to critically reflect on their own understanding or their own measure of quality is a skill we definitely need our best students to master.
  • my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This doesn't seem to reach the goals of self and peer assessment this lesson has been focusing on. In fact, it would likely have a negative impact on the class culture.
  • develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • jennham
      jennham on 22 Apr 19
       
      I had never thought about leaving students in the same group for an extended period of time. It truly makes sense and I am eager to try it instead of switching them up constantly.
  • Students may be reluctant to make judgements regarding their peers.
    • jennham
      jennham on 22 Apr 19
       
      This is the issue I run into most frequently when my students engage in peer assessment. I try to overcome that by explaining they are not being mean, and they are actually helping when they come up with constructive feedback, but then they tell them everything "looks great" anyway.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • jennham
      jennham on 22 Apr 19
       
      I think this is key. It will seem strange and possibly not beneficial to students at first. However, the more they engage in self-assessment, the better they will become and the more it will mean to them and to their learning.
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • jennham
      jennham on 22 Apr 19
       
      This is so important. I have always found it frustrating myself when I feel instructions are vague. I like to have clear-cut ideas on what I need to do. I know my own kids feel this same way. They often expressive anger over assignments in school where they feel their teacher did not clearly explain intended outcomes.
  • As this work illustrates, self-assessment need not necessarily be about self-grading.
    • jennham
      jennham on 22 Apr 19
       
      This is primarily how I use self-assessment in my classroom (upper elementary). I feel it gives the students the opportunity to improve on their work without stressing them out on grading themselves too harshly.
  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • jennham
      jennham on 22 Apr 19
       
      While I can see why an instructor might want to use this method, it is not my favorite method. If I force myself to think about it objectively, it does have merit. I, however, prefer grades to come solely from the instructor, especially when the class is for credit.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • annott
      annott on 23 Apr 19
       
      When I first started teaching, I would have laughed at anyone who said this. But I have evolved, and now embrace this concept.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time.
    • annott
      annott on 23 Apr 19
       
      For the last few years, I have had students create their own websites, and post all of our projects on them. Its a great way to showcase their learning.
  • peer pressure to apply elevated grades or friendships may influence the assessment,
    • annott
      annott on 23 Apr 19
       
      Students do want to "fit" in. So sometimes grades are inflated.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      Some LMS allow you to complete anonymous peer reviews which may eliminate some of the popularity aspects if the assignment itself does not give away who completed it. This could help, but still is a disadvantage.
  • The concept of peer review, which leaves for the most part the instructor out of the equation,
    • annott
      annott on 23 Apr 19
       
      I have become to believe that the students should be driving their learning.
  • assign a team grade, but not to use peer evaluations. 
    • annott
      annott on 23 Apr 19
       
      I have totally moved away from Team grades, as there just doesn't seem to be a fair way of assessing them as a team.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
    • annott
      annott on 23 Apr 19
       
      Another good reason to take the time to teach students how to self assess.
  • In this paradigm, self-assessment is not the same as self-grading.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a good point that I need to reflect on. I have had students in high school class and adult students in PD complete a self reflection. Partially, to easy my work load as they gave a first look at thier work that allowed me to confirm or deny the grade they gave themselves. Seeing this more of an opportunity to grow and improve is more important than selfishly easying my grading work load.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a great point to include. Depending on the criteria of grading, I personally would appear to be in the "loafers" groups when I feel I am lacking the skills to provide peer feedback. Grouping students based off of some assessment of skills may make this process a little easier. In a MOOC, I can definately see the challenges as motivation is different amongst participants. Also, is peer grading part of the outcomes and skills attained within the course, or a way to easy the work load of the instructor? What is the motivation of the peer grading in the first place?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I still am not sold on this as the preferred approach. I have found that a team grade, individual grade for completing their part, and a self evaluation works well with high school students. This takes some of the pressure off of the student who would end up doing it all. I may take away a team grade all together depedning on the assignment. I want to encourage collaboration but hold individuals accountable for their assigned tasks within a project.
  • Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I have seen this work well with some at-risk student who do not complete assignments in general or have attendace issues. This gives a concrete list of requirements they need which seems to be motivational.
annott

Physical Environment Considerations, con't - 2 views

softchalkcloud.com/...html

shared by annott on 21 Jul 15 - No Cached
    • katie50009
      katie50009 on 21 Jul 15
       
      Yes--this is something that I fear. Teachers, parents, students, etc. not seeing or using the tools for what they really could offer.
    • ecsexton1
      ecsexton1 on 15 Jun 17
       
      I'm not sure if I can see this happening at an elementary school. I think personalized learning would be more beneficial for MS and HS. Also, what is the teacher's role in PL? Do they do any teaching? Kids could essentially be homeschooled if we are just going to stick a computer or ipad in their face all day.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      You're right, to an extent. I think for it to be successful at MS or HS, it has to be slowly introduced in the earlier grades. I teach high school and my students have never had the opportunity to make choices about their learning, so they don't know how to do it well. It often leads to chaos and behavioral challenges because they're experiencing freedom without having been taught what to do with it and the power of having that freedom. It takes a lot of training and the more than can be done in a controlled environment earlier on in a student's educational career, the more successful it will be for all students.
    • ecsexton1
      ecsexton1 on 15 Jun 17
       
      I think teachers who are not familiar with PL would need a lot of training if my school district decided to convert from a standard school to a PL school. I would like to see a video of how this works from a new teacher to an experienced teacher.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      This is so true! Also thinking about experienced teachers who have been doing what they do (and often times being successful at it!) for so many years and now are being told they have to completely shift what they're doing. That's super hard!
    • juliannehoward
      juliannehoward on 07 Jul 18
       
      I also believe being able to observe a classroom that is already familiar and incorporating PL would be fantastic for so many reasons! The ability to see it would give the teacher a better handle on it.
  • ...21 more annotations...
    • ecsexton1
      ecsexton1 on 15 Jun 17
       
      I'm wondering the same thing...how does PL work when everyone has different interests in the same classroom? How much pre-planning comes from the teachers?
    • ecsexton1
      ecsexton1 on 15 Jun 17
       
      We currently have a chromebook cart that 5 classrooms share. How much money would the school district have to invest to have at least 8 computers in every classroom?
    • annott
      annott on 28 Apr 19
       
      I believe chromebooks are around $100 each.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      This has been so key in my progression with differentiation, self-pacing, and now learning about PL. The biggest reason that I don't go deeper with this is because some/many (I teach freshmen) students aren't able to keep their focus on one particular subject. It turns into me redirecting several groups and less learning taking place than when I orchestrated the class as a whole.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      Sadly, this is the world we live in. A colleague and myself have sent students right into the hallways to watch video-lessons of something they are ready for, but they cannot do this anymore because the principal says no students can be in the hallways at all, for safety reasons.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      So huge! It should probably be assumed the opposite -- that student's DON'T know how to create and utilize a dashboard and they should be explicitly shown how to do so. Even if they do know how, it doesn't hurt for them to see it and hear it from you so they know your expectations.
    • edgerlyj1
      edgerlyj1 on 15 Feb 18
       
      I think this point is HUGE! There are some things that computers do better at than teachers for helping students learn (lower level skills, think vocabulary, spelling, facts, etc) but there are some things that computers and technology will never be able to replace teachers (higher level thinking, creativity, compassion, empathy, etc). Therefore, there needs to be a balance and this seems to be a nice blend of the two.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I am curious what this would look like. I understand better how to increase the social side of online learning through video conferencing, forums, group projects, etc., but I wonder what this looks like for working in person while on the job. Working with other online looks can be very different than face to face on a regular basis.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      All too often we push, push kids from one area to another. No, we can't talk about this because we now have to move to science, or it is time for music. I think one of the biggest issues is we don't give enough time to process and reflect what we have learned and what question we have. I think designed correctly, this time to "chill out" is there naturally.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is the area that I think begins the difficult part for many teachers. How do we allow kids freedom on a regular basis? What is suggested for practicing the routines/procedures/expectations for this? I think evaluating reports would be essential beyond the obvious to collect data but also to focus on time on task. I know some people are better being told what to do and when. I think this needs to be flexible.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      How administrator and college prep programs would have to be adjusted/evaluated. Many of the descriptors still apply, but what the evidence looks like is different. This would take training so that administration feels confident.
    • carlarwall
      carlarwall on 08 Apr 18
       
      The design of this space reminds me of the design of many of the preschool and early learning classrooms. It takes those same concepts and shows how it can be applied with older students and for a more advanced purpose.
    • carlarwall
      carlarwall on 08 Apr 18
       
      This thoughts and ideas are tied closely with the flexible seating research many teachers are currently implementing and exploring.
    • carlarwall
      carlarwall on 08 Apr 18
       
      This statement is so powerful. So many times teachers are using tools like Canvas or Google Classroom and it really is just the same way of teaching as the traditional classroom. The work is the same, just done on line.
    • carlarwall
      carlarwall on 08 Apr 18
       
      And the more independent this student will be able to be in the future as they will be able to use their knowledge with these tools to guide them.
    • juliannehoward
      juliannehoward on 07 Jul 18
       
      What a genius way to think of organizing the classroom! Each "Zone" has a clear meaning so students know exactly where they can be successful in their learning. Are their labels with their meaning at each of these zones so kids are able to remember it's purpose?
    • juliannehoward
      juliannehoward on 07 Jul 18
       
      This visual aid helps me to better understand the areas of the classroom. I also agree should be able to move freely around the room. My biggest question or may fear is what do you do for the students who do not stay on task or is there some sort of consequence if this is the case?
    • juliannehoward
      juliannehoward on 07 Jul 18
       
      When reading point 2 and how students are able to understand what types of social situations lead best to learning since the point that adults have also not mastered this is such a great point! The reality that this is how we learn best is 100% true, but the mentality of teachers is that you DO NOT give students this time because that seems like students would waste time and not complete their assignment or project.
    • annott
      annott on 28 Apr 19
       
      Wouldn't it nice if we had funding to change our classrooms. But physical environment does make a difference.
    • annott
      annott on 28 Apr 19
       
      I'm not sure I to the point of allowing high school students to socialize whenever they want.
    • annott
      annott on 28 Apr 19
       
      I am surprised that the LMS systems is more for traditional learning, rather then personalized.
    • annott
      annott on 28 Apr 19
       
      The adaptive learning environment is really overwhelming to think about in the traditional classroom setting. For instance I have 170 students in a day, I can't imagine how I could adapt leaning for all of them.
trgriffin1

Article(s): Self- and Peer-Assessment Online - 1 views

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

shared by trgriffin1 on 12 Feb 18 - No Cached
  • Encourages student involvement and responsibility.
    • hansenn
      hansenn on 12 Feb 18
       
      I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
    • krcouch
      krcouch on 17 Feb 18
       
      Agreed. Students learn more and care more when they are in charge of your learning.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • hansenn
      hansenn on 12 Feb 18
       
      Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
  • Students feel ill equipped to undertake the assessment.
    • hansenn
      hansenn on 12 Feb 18
       
      You would have to teach students how to assess the work. I would work through an example with the class before having students grade others.
    • dassom
      dassom on 17 Feb 18
       
      I agree teaching the students wil help, also providing them with a checklist or specific things to look for would help with this.
  • ...90 more annotations...
  • shirking’ their responsibilities by having students undertaking peer assessments.
    • hansenn
      hansenn on 12 Feb 18
       
      The teacher would explain they are still going to grade the project, but the students are working together to improve the project before it is turned in for a grade.
  • It is considered fair by some students, because each student is judged on their own contribution.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the only way to assess group work, or you will have some students in the group not doing work. Sometimes you have where students do not let others participate.
  • When learners are mature, self-directed and motivated.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
    • dykstras
      dykstras on 14 Feb 18
       
      Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that this can sometime be a challenge with adults as well!
    • carlarwall
      carlarwall on 19 Feb 18
       
      I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
    • hansenn
      hansenn on 12 Feb 18
       
      The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
    • dykstras
      dykstras on 14 Feb 18
       
      I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
    • blockerl
      blockerl on 17 Feb 18
       
      Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
  • determined that students involved in peer review perform better academically than peers graded only by their instructors
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
    • blockerl
      blockerl on 17 Feb 18
       
      I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
  • feedback from an instructor, or mentor that is qualified
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
    • blockerl
      blockerl on 17 Feb 18
       
      Yes! At least in high school, many students need the teacher to provide them with additional feedback.
  • review their own work with an eye for improvement
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      How do we as instructors help students to understand that revising or self-assessment is just a means towards improvement and not a step to be skipped or resisted?
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      Good to keep in mind.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Very true. As part of the modeling of peer review is to learn how to give constructive feedback that is not personal. Sometimes easier said than done!
  • Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
  • I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  • Encourages student involvement and responsibility.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  • Focuses on the development of student’s judgment skills.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have included self-assessment in the past, and find it interesting that many students score themselves lower than I would have done; they can be hard on themselves. I have also observed that they do reflect more on their own individual contribution to the overall group product.
  • Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think that the Netiquette that we cover during our online classes assists with this piece as well, and this is valuable for any age of learner. Examples can be provided as models for students which will assist them in understanding the expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the key point - clear expectations and consistency.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • leighbellville
      leighbellville on 14 Feb 18
       
      Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
  • estimate what percentage of the work he or she contributed to the project
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
  • Portfolios
    • dykstras
      dykstras on 14 Feb 18
       
      This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Very few jobs require an individual to work alone these days. The ability to work in a group collaboratively is key! Teaching kids how to develop these skills early is essential. Evaluating group work FOR THE GOOD OF THE GROUP is such an important life skill I think!
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
  • the quality of comments that he felt was lacking
    • dykstras
      dykstras on 14 Feb 18
       
      It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • bbraack
      bbraack on 15 Feb 18
       
      Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
    • srankin11
      srankin11 on 16 Feb 18
       
      I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • bbraack
      bbraack on 15 Feb 18
       
      When students take responsibility for their learning and metacognition, they are more likely to be motivated to learn and do more to understand what the learning is about.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
    • bbraack
      bbraack on 15 Feb 18
       
      Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
  • A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
    • bbraack
      bbraack on 15 Feb 18
       
      When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
  • Emphasize what students can do rather than what they cannot do
    • bbraack
      bbraack on 15 Feb 18
       
      When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
    • krcouch
      krcouch on 17 Feb 18
       
      I love when modeling occurs it really helps with understanding the assignment.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
    • dassom
      dassom on 17 Feb 18
       
      A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • srankin11
      srankin11 on 16 Feb 18
       
      It seems that we are always in a hurry and need to move on to the next learning target. I do believe it is important to take the time to self-assess and reflect on learning. It's also important for teachers to reflect and self-assess often.
  • The instructor models the technique (use of a checklist or rubric
    • srankin11
      srankin11 on 16 Feb 18
       
      For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
  • increase student responsibility and autonomy
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
    • jwalt15
      jwalt15 on 19 Feb 18
       
      I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • krcouch
      krcouch on 17 Feb 18
       
      I am a huge fan of self assessment and learning what your students know and may be struggling with.
  • Represent a student's progress over time
  • students are involved in developing the assessment process
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • blockerl
      blockerl on 17 Feb 18
       
      Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
    • carlarwall
      carlarwall on 19 Feb 18
       
      This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      A safe environment is crucial for all learners and increases the productivity in the learning curve.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I feel like the environment is something I have in place but I haven't built in the routine.
  • Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • blockerl
      blockerl on 17 Feb 18
       
      We always had to self assess our writing assignments in college, and it was a great time to be reflective of my learning and critical of my work. I need to get better at doing this for my students.
  • Agreed marking criteria
    • dassom
      dassom on 17 Feb 18
       
      By having an agreed criteria like a "checklist" everyone can be a expert in theory. It gives the student a task to complete in something they might not be familar with. Without set criteria your results may also be all over the board.
  • When operating successfully can reduce a lecturer's marking load.
    • dassom
      dassom on 17 Feb 18
       
      This seems like the obvious reason to add this step into the writing process. There some elements that students are going to catch but by adding the peer element they should be able to catch the "big mistakes" before it is turned in.
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks
  • with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
    • brarykat
      brarykat on 17 Feb 18
       
      I think this portion of the statement is crucial in facilitating student success with self or peer evaluation.  Assigning students to a partner or small groups and saying now discuss and evaluate is not productive.  Providing clear directives and expected outcomes creates the foundation.  Students then need to take the responsibility to complete the task in order for this to be successful.
  • Address improvement, effort, and achievement
    • brarykat
      brarykat on 17 Feb 18
       
      Test scores were the only way to gauge success when I was earning my college degree.  Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education.  Daily struggles. illness, and/or tragedies can impact results of a test.  I think portfolios are effective because they can show improvement, effort, and achievement over time.  Some school districts have portfolios that span the student's academic life K-12.  I think depending on the intent they represent the student better than a letter grade.  
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
  • students' progress, processes, and performance over time.
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
  • involve students in critical reflection
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel that this is imperative for us to use to keep students thinking out side of the box and really honing in on other people's opinions or ideas.
  • rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
    • nickol11
      nickol11 on 17 Feb 18
       
      I completely agree with this aspect and really feel like it is a great habit to get into as a teacher as a mid-critique of self or peer evaluated work.This really just gives an opportunity to really push the student learning even further.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
    • nickol11
      nickol11 on 17 Feb 18
       
      I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
    • staudtt
      staudtt on 18 Feb 18
       
      I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
  • Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • brarykat
      brarykat on 17 Feb 18
       
      I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience.  Willing and productive participants benefit from this form of assessment.  
  • “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
    • brarykat
      brarykat on 18 Feb 18
       
      This makes my educator's heart hurt.  What is happening to our children?  I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try.  Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure.  I'm an intrinsic learner.  My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes.  Slipping is a choice, but I want to continue to be the educator to help students rise above.
  • However this approach runs counter to the principles of individual accountability in group learning….
    • brarykat
      brarykat on 18 Feb 18
       
      I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher.  Group work usually produces at least one leader, followers and a few that lag or slack off.  In previous course we discussed ways to help all students be productive, effective members in a group assignment.  I found that information very helpful.  Useful in a classroom setting (face to face or online) as well as with colleagues.
  • this tool is not a constructive venue
    • brarykat
      brarykat on 18 Feb 18
       
      I would hope it is explained to the students if the instructor chooses to use this evaluation.  Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      This is also reflected in Hatti's effect size as it pertains to student goal setting.
    • tifinif
      tifinif on 20 Feb 18
       
      Our school is working on this right now. We have a rubric that we are trying to improve on. The specifics are layed out and we can see where we want to go and we know what we have to do to get there. No guessing.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
    • tifinif
      tifinif on 20 Feb 18
       
      Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
  • take part ownership of this process.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
  • Students will have a tendency to award everyone the same mark.
    • staudtt
      staudtt on 18 Feb 18
       
      This can be a major pitfall, especially if students work or peer assess friends. They don't want to bring down their peer or start and argument with a friend.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • staudtt
      staudtt on 18 Feb 18
       
      Becoming a facilitator is really the ultimate goal for student based learning. Students gain more ownership of the learning process and hopefully gain better understanding through their increased role in the process.
  • Before this class their self-assessment efforts were “relatively mindless.”
    • staudtt
      staudtt on 18 Feb 18
       
      What this reads like to me is that students need guidance and practice with self assessment before it can be effective or meaningful to them.
  • supports the aim of developing collaboration skills
  • hopelessly naïve to imagine them being able to look at anything beyond the desired grade
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
  • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • jwalt15
      jwalt15 on 19 Feb 18
       
      A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
  • Learners have a developed set of communication skills.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Communications skills are very important in any situation. That is why it is so difficult yet important to start teaching communication skills at an early age. The more self and peer evaluating that students do will only help them develop their communication skills.
  • internalize the characteristics of quality work is by evaluating the work of their peers
    • tifinif
      tifinif on 20 Feb 18
       
      I think this would be a great way for students to reflect on their own work, if comparing the same assignment. It would also spur them to go and edit or re-do some of their work to improve.
  • they need to be taught strategies for self monitoring and self assessment
    • tifinif
      tifinif on 20 Feb 18
       
      I think we all need to learn more of how to be better at monitoring self assessment. What strategies can we give teachers to help them, help students?
  • Engage students in establishing ongoing learning goals and assessing their progress towards those goals
    • tifinif
      tifinif on 20 Feb 18
       
      Using this in data notebooks at our school. kids write the goal and then track thier progress daily/weekly/monthly. It's an easy reminder of what they are working towards.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is an important key in order to allow students to see their growth!
  • students must have a clear understanding of what they are to look for in their peers' work.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree that students need that clear understanding and it is necessary for the teachers to be clear with their expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the hard part about peer assessment - I don't think I have ever done a good job of helping them know how to give feedback.
  • rubrics or checklists to guide their assessments
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Rubrics and checklists can be beneficial for students. In the next sentence it talks about student making their own rubric. I agree with Kim that that increases the DOK level when students create their own rubric.
  • become more comfortable with each other and leads to better peer feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to allow for ample opportunities to provide feedback and teachers need to give feedback to the students' feedback so they know what to improve on. The more they do so the better the peer feedback will be.
  • students step back from the learning process to think about their language learning strategies and their progress as language learners.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is always a strategy to improve student learning when they are aware of their learning. Metacognition is very important in education.
  • broader self-assessment tools
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am curious and will research what are broader self-assessment tools that can be used for students.
  • Link teaching and assessment to learning
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is important for students to understand there is a connection between the learning and assessment. This makes the learning process more effective for the students.
  • Provides more relevant feedback to students as it is generated by their peers.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need relevant feedback to grow in their learning.
  • students assess their own contribution
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Self-reflection is beneficial for all learners young and old. It is good for use to do in life.
  • little exposure to different forms of assessment
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to be aware of this and give the students exposure to different forms of assessment. This also gives more opportunity for self-reflection as was mentioned in the previous article.
  • guidelines were clearly outlined as to how to grade
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I would agree that the guidelines need to be clearly outlined on how to grade the essays. This is crucial for the grader and receiver of the grade.
  • Where credit is not granted.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I don't know if I agree with this one. Credit can be given if the teacher is overseeing the grading and reflective on the assignment too.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need multiple opportunities to grow in this practice to benefit from it.
  • tool I suggest for evaluating the completed team project itself
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am glad to see that the rubric is a tool that is suggested for evaluation of a team project. I would like to see this used and even take it a step further and have the group create the rubric. This would deepen their learning and understanding.
  • student participates
    • emmeyer
      emmeyer on 21 Feb 18
       
      Making sure that the student participates in the portfolio is key to having an effective portfolio. They need to take ownership.
  • rubrics
    • emmeyer
      emmeyer on 21 Feb 18
       
      Using rubrics to asses performance is a great way for students to see where they fall and where they need to go next.
  • aware of their learning
    • emmeyer
      emmeyer on 21 Feb 18
       
      When Students are aware of their learning, they are more aware of how they need to improve and what they need to do.
  • Preparing students for self or peer assessment
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • feedback for oneself from oneself
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
jessicamotto

PLE Articles - 0 views

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

shared by jessicamotto on 17 Feb 18 - No Cached
  • As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • agoeser
      agoeser on 17 Feb 18
       
      I'm curious as to how many teachers are on board to incorporate this into their lesson. Are teachers embracing this or seeing it as a lot of work for them to get it structured?
    • crystalseier
      crystalseier on 18 Feb 18
       
      I think many teachers are nervous about handing over all of the responsibility of learning to students and computers, but I think technology is best utilized when paired with what is already happening in an engaging student-centered classroom.
  • Students loved the ability to personalize their Netvibes portals (themes, templates, layouts) as well as the pre-existing widgets available in Netvibes; they also liked that they could pretty much embed any kind of content in a way that the content really lived on their pages.
    • agoeser
      agoeser on 17 Feb 18
       
      I could see why this would really appeal to a student. If you have to read a book that is basically all beige, it becomes boring real quick. If a student is able to take technology and use the colors they like, put in the themes that interest them, I could see why students would want to engage in learning. They created something that they are interested in. From there, the sky is the limit!
  • students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • agoeser
      agoeser on 17 Feb 18
       
      Is anyone else concerned that students seem to be always plugged in? Between computers, cell phones, iPads, video games, etc, kids/teens are always staring at a screen. Any concerns?
    • christopherrush
      christopherrush on 19 Feb 18
       
      That is a concern I have as well. We seem to lament the fact kids just get together and scroll on their phones at restaurants or whatever, but somehow it is okay for the classroom now? I'm confused by that as well.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I also have concerns regarding student's technology use. I teach first grade and I have seen a huge change in students' social an coping skills that I think is due in part to constant technology use. My students who are nearly "addicted" to technology have the most difficulty. I think it is important to remember that kids/ people still need human interaction.
  • ...22 more annotations...
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process. Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • agoeser
      agoeser on 17 Feb 18
       
      After reading this article, it got me wondering about two things...in the future, will some students be able to stay at home a few days of the week instead of going to school? Also, if a teacher implements this and calls in sick, is there a need for a sub? Think of the money a school could save on subs.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      I agree, what is the need of school or classrooms if this can all be done on computers at the student's own pace?
    • bennettfr
      bennettfr on 18 Feb 18
       
      I think an important aspect of the educational system isn't just learning information, but also about learning to socialize, how to make friends, how to get along with others. I don't think you can teach those skills without face to face interactions. Maybe those skills could be taught by other means, but also parents need/want their children to go to school, so they don't have to pay someone to take care of them, while they work.
    • mriniker
      mriniker on 20 Feb 18
       
      I think teaching them to be self-directed in their learning is important. This is a life skill. We want an autonomous learning environment but also our students to have a growth mindset, be gritty. It is about finding a balance but teacher guidance is still necessary, we are an important part of their support.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      While computerized learning programs do offer great opportunities for students, I don't think teachers can ever be eliminated from teaching/ learning. Not all skills lend themselves well to computerized learning. Also, students need multiple experiences with material to fully master and for the students that need interaction to learn, computers will not be the answer. Lastly, children need to learn social skills and computerized learning at home will not help them learn that.
  • Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      Here is my problem. as a teacher in a district in need, not all students have this technology available tomake this happen.
    • aaronpals
      aaronpals on 18 Feb 18
       
      This is still an issue for many districts, even the more 'affluent" districts have pockets of need that are difficult to navigate when it comes to internet based activities.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I realize that many students have access to these devices, and there are great resources for learning on these, but they are also rich with distractions to learning.  I struggle with my own children in this area, I have to MAKE them use the learning apps, because if I don't they will wander to Youtube.  
    • mriniker
      mriniker on 20 Feb 18
       
      Although many students have access to these tools not all districts/ students do. This creates a gap in student opportunities, learning, and success. Until this year I did not have access to 1-1 computers. This has changed my classroom a great deal and lends to far more opportunities in the past. Also not all students necessarily have these resources or internet at home. Working in a rural community and with mostly at-risk students this is a concern.
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      This all sounds very exciting and I hope this course enables me to use this technology in the classroom. With a little, or maybe a lot, I hope to be successful/
  • When you register to use Symbaloo, you gain access to a slick user interface that allows you to create webmixes of your favorite Web sites
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      The examples show a huge variety of Web sites. What if a student isn't familiar with more than a few sites, wouldn't they be handicapped?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      Seems to me that this tool will take practice to learn how to really use it and utilize it's features.  I had never heard of it until now, and looking it over seems like it could be useful, but takes time to get used to it.
    • mriniker
      mriniker on 20 Feb 18
       
      Jessica, Since we can create more than one webmix I think it would be feasible to have another webmix for these students. Those who can handle the resources could have a larger mix, those who need a simplified version could have another with the important websites. Although it shows a large variety we are ultimately in charge of how vast we want it to be for our students.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • bennettfr
      bennettfr on 17 Feb 18
       
      Although I agree that teachers are no longer the primary or even the best source of information available, I fear that many students are so accustom to being spoon fed information, they view learning as a spectator rather than as an active participant in the process.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      Students often want to "ask Google", which I personally encourage. However, they aren't able to critically examine a source yet. Many adults also cannot examine sources well. This is an important piece missing from education.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • anonymous
      anonymous on 18 Feb 18
       
      In many cases don't teachers (especially in elementary school) still need to provide these tools? Or at least introduce them and be knowledgable about them as students gain access to them?
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • anonymous
      anonymous on 18 Feb 18
       
      Building in that home to school connection as well as creating a platform that parents can be involved in is really spectacular!
  • I decided to create a base information dashboard
    • anonymous
      anonymous on 18 Feb 18
       
      This idea I love! I can really see this as a user friendly way to incorporate PLEs to existing classroom research and projects.
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lesso
    • anonymous
      anonymous on 18 Feb 18
       
      This is kind of what I've been looking to hear. In much of this reading about personalized learning I think about a group of 28 elementary aged students and think- "oh my gosh how could some of them ever do this!" The fact is young children still need to learn how to use these tools, process information from them, and then use it to demonstrate their understanding. It is good to hear that teachers are still necessary for the role and students are not completely on their own in their learning! There is a balance.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • crystalseier
      crystalseier on 18 Feb 18
       
      This is an area I would like to do some practice with my students in. Collaboration plays a big role in my classroom but we haven't done much with online peer collaboration aside from Google Docs. I would be interested to see some examples of how other teachers incorporate collaboration with online resources.
  • they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing
    • crystalseier
      crystalseier on 18 Feb 18
       
      During our research unit, I think this would be a great way for student to collaborate and share resources they have found helpful.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles. The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bennettfr
      bennettfr on 18 Feb 18
       
      So many of my students haven't had bad experiences at school, that they have "given up" on school. I think if they could experience school through personalized learning, they would re-engage and find learning valuable and maybe even fun.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • crystalseier
      crystalseier on 18 Feb 18
       
      I know this seems simple, but having this definition of a PLE spelled out like this is a big 'ah-ha' moment for me. I just adds clarity to exactly how I could see myself using a PLE in my classroom.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • bennettfr
      bennettfr on 18 Feb 18
       
      This is the part of PLE's that truly scares me. As I've said before, I feel that students often view learning from as a spectator rather than as an active participant. Which makes me curious how I could get these students to take on such responsibility?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think parents also need to know and feel how important it is to support the students in this type of learning, and to take some responsibility for overseeing the work and ensuring the use of devices isn't being abused.
    • christopherrush
      christopherrush on 19 Feb 18
       
      Ashley, that is a great point. While computerized personal learning sounds like it has great benefits, its uniqueness is totally separating the children's school experiences from the parents', and while that may be a good thing in one sense, the parents now have even less involvement in their own children's education, and as a parent and educator, that idea is very unappealing.
  • These tiles give you access to Web pages or other webmixes.
    • aaronpals
      aaronpals on 18 Feb 18
       
      I do not have a Symbaloo yet, but I will soon. My wondering here goes to my current learning management system and whether or not this tool would be easily integrated. Sounds like it would, but I have yet to try.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I have been using Symbaloo with my first graders for the last two years. (However, not in the same way described here.) My students do not create their own. My school is 1:1 with Chromebooks, so my first graders use Symbaloo to find resources they can use during literacy or math. It works well with any LMS, because students can set their homepage to it or can bookmark it for easy use.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers. You also can make Symbaloo your start page on any given computer.
    • aaronpals
      aaronpals on 18 Feb 18
       
      So I could feasibly ask my students to make this their start page/homepage, as well, right?
  • turn that content into knowledge.
  • In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • aaronpals
      aaronpals on 18 Feb 18
       
      When they say "meaningful way" here, who should it be most meaningful to? When student driven learning happens, to what degrees should it be meaningful to me as the teacher and to them as a student?
    • christopherrush
      christopherrush on 19 Feb 18
       
      Good question - a lot of these articles have a lot of advertising-like buzzwords, but not a lot of substance. Is "speed" the highest value or a determiner of "meaning"?
  • day-to-day activities and interests both inside and outside of the classroom.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think hitting on interests inside and outside the classroom is important, especially for male students that feel a real working job is more important than on the surface classroom learning.  
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • mriniker
      mriniker on 20 Feb 18
       
      I have already made several changes to my webmix since I have begun. I love that I can make this easily accessible to students. The automatic update means I can update the classroom webmix to pertain to our learning while eliminating things that become irrelevant. There is nothing more frustrating when a link is embedded and then it no longer works.
  • notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • mriniker
      mriniker on 20 Feb 18
       
      I think equipping our students with opportunities to learn and providing different options to meet their learning styles is a great place to start.
  • Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
    • jessicamotto
      jessicamotto on 01 Mar 18
       
      I could have written this statement myself! I hadn't even heard of Symbaloo or Diigo before this course. Both seem like they will be extremely useful once I master them.
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.
nickol11

ollie1 (Peterman): Iowa Online Teaching Standards - 2 views

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

shared by nickol11 on 30 Apr 17 - No Cached
  • Understands the differences between teaching online and teaching face-to-face
    • bbraack
      bbraack on 30 Apr 17
       
      Not all instruction is appropriate for completely online. The teacher will have to decide when or what parts of the lesson can be delivered online (video, recording, etc.) and when it should be delivered F2F. Sometimes activites and discussions are better suited for F2F. While videos, quizzes, forums, etc., can be all delivered online.
  • Understands and uses data from assessments to guide instruction
    • bbraack
      bbraack on 30 Apr 17
       
      Formative and summative assessments are important to see if students understand the material. If the assessments show students aren't understanding, then adjustments, such as reteaching, can be made to help students to understand.
    • leighbellville
      leighbellville on 01 May 17
       
      This particular point is important in that instructors should include formative checks for understanding along the way. There is certainly a need for this in an online course.
    • jbuerman
      jbuerman on 06 May 17
       
      This is definitely needed to help guide students and teachers with their learning.  Especially in online learning when teachers do not see their students each day.  Quality formative assessments help check to see if students are learning what they need to learn.
  • Utilizes a course evaluation and student feedback data to improve the course
    • pnbolton
      pnbolton on 01 May 17
       
      I think getting feedback from my students will be very important. When I finally teach a fully online course, I know I will make mistakes and hearing from my students what work and what doesn't will be very important!
    • leighbellville
      leighbellville on 01 May 17
       
      Yes, course evaluations are helpful to determine new approaches and reflect on what is working well and what needs improvement.
    • trgriffin1
      trgriffin1 on 04 May 17
       
      You also have to create a culture in which the feedback is constructive so that you can improve instead of just "the link doesn't work" or "this is dumb".
  • ...27 more annotations...
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • pnbolton
      pnbolton on 01 May 17
       
      I believe a strong intro or syllabus is very important in an online learning environment. The thing I like about online is that students can work at their own pace, and keeping deadlines or guidelines is helpful in helping students succeed.
    • leighbellville
      leighbellville on 01 May 17
       
      Yes, clear expectations are essential when designing a course. Learners should not immediately what the learning outcomes will be and the expectations for the work they are completing.
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      Absolutely! Planning and organization are keys to learning in any classroom, but becomes even more crucial in the online environment. A student must have clear expectations and timely feedback (so he/she knows work is being done correctly) if he/she wishes to be successful in an online environment.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • leighbellville
      leighbellville on 01 May 17
       
      Selecting technology that is appropriate for the task is essential. Technology should be tested as a learner and chosen to assist participants in accessing content and demonstrating their understanding in meaningful ways. Quality of tools over quantity and allowing participants an opportunity to learn how to navigate those tools is an important consideration.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      Agreed. It is also important that the instructor has a good understanding of the tool and how to use it. I feel there are times when instrutors will choose tools that are popular, but don't understand all of the functions.
    • whitvere
      whitvere on 06 May 17
       
      I always preach, "Don't use technology for technology's sake." I also call it in my classroom or when teaching peers, "Over-tooling." I believe that technology loses its effectiveness when not used sparingly and looking for the right tool for the purpose.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • leighbellville
      leighbellville on 01 May 17
       
      Online learning can seem distant and impersonal, or it can be a valuable and meaningful experience for the instructor and students. I read previously that if a student's first experience in an online course is positive, it is far more likely that he or she will continue online courses in the future. Learners should feel safe to ask questions and feel supported during their courses. If an instructor is mindful of reaching out to students frequently, checking on their progress, and answers questions quickly, then the overall impact will be positive.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      Your point about the instructor being mindful is so important. So much of the online learning experience is a direct result of what the instructor chooses to do with the course.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      I have had the experience of being an on-line learner with various instructors. Some courses were great and others were frustrating. I think it's very important to have had the student experience before being an instructor.
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      One key component of on-line instruction is to facilitate student to student and instructor- student interactions. It is the responsibilty of the instructor to structure the course in a way that will engage everyone. Setting up the expectation for on-going discussion beyond single posts is critical.
    • jbuerman
      jbuerman on 06 May 17
       
      I think it is extremely important for all teachers to have experienced being an online student.  More schools have an LMS and are required to place things online.  I think experiencing the online environment as a student enhances a teachers ability to be able to disseminate appropriate information to their students.
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      It's amazing but the teacher-student interaction is every bit as important, if not more important, in the online environment.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
  • student
  • 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)
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • sjadamsbrennan
      sjadamsbrennan on 04 May 17
       
      An instructor must have a solid understanding of the content that is being taught in order to determine the best methods of presenting the material online. Some content lends itself better to individual work while group work/discussion may be more appropriate in other cases. When providing content instruction, the instrutor must also be able to determine good online sources and tools from those that aren't great. Old online material or videos can often confuse students more than help them.
  • uses data to evaluate
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is going to be key for me because I am creating a course. I will need to establish some consistent measures to show that the blended format is effective. I am not sure how to compare the blended delivery to the traditional classes besides a common assessment - but a common assessment will limit the power of PBL and personalization, which is a key element of the course offering.
  • ability to enhance academic performance
    • trgriffin1
      trgriffin1 on 04 May 17
       
      This is, of course, the goal for all teachers. However, I feel that in trying something different I really need to show that the blended course that is being offered will enhance academic performance to the same extent (or more than) the traditional offering.
  • Engages in professional growth (ITS 7)
    • trgriffin1
      trgriffin1 on 04 May 17
       
      Continual PD and reflection will be key as tools change and research continues to show what is effective and what isn't.
    • hagartyc
      hagartyc on 05 May 17
       
      By communicating and providing information with your team/co-workers shows that you are putting in the effort to learn and share your knowledge.
  • student motivation and uses techniques to engage students
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I think this is a challenge to online learning. Students often take an online course with the misconception that it is easier than traditional learning. And as they work, the just think "blah blah blah let me jump through hoops and get this done". This is not a good approach for true long term learning.
    • hagartyc
      hagartyc on 05 May 17
       
      Student motivation and appropriate techniques is very important to help engage your student. The more interested your student is about the topic at hand the more willing they are to participate which equals learning!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • whitvere
      whitvere on 06 May 17
       
      Technology changes so quickly which is another reason why continual PD is an important standard. I try to remember that if I think that I will become an expert in technology I will never make that goal. I must instead strive to stay current and try and learn new things.
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      This is so true and proven by the list of Cool Tools we looked at in Topic 1.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • jbuerman
      jbuerman on 06 May 17
       
      Instructional strategies are mentioned many times in this document.  Different strategies need to be considered when providing online education.  All strategies (online & traditional) need to encourage higher order thinking skills for students.  Instructional strategies have been a major focus of our work in our district this year and I hope it continues to challenge teachers to think about how they are providing instructions and change to increase the thinking necessary to challenge students.
  • including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc
    • Vicki Zylstra
      Vicki Zylstra on 07 May 17
       
      This is very important for me to learn and do! The first online course I taught was in 1997, and most of these tools weren't even available. I have added some of them through the years but not enough. I need to step up my game in this area.
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      It's hard to keep up with online tools because they come and go so quickly! But it's not going to change so your right; we all need to keep our game sharp if we are going to work in an online environment.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      Yes, this is what I was thinking when I highlighted and commented on "creates a safe environment" but also when it comes to respecting copyright as well.
  • 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)
    • bdowney
      bdowney on 07 May 17
       
      Each student has a unique background set of knowledge and skills. We need to individualize to each learner whenever possible.
  • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b
    • bdowney
      bdowney on 07 May 17
       
      Setting high expectations encourages each student to be challenged, but not frustrated. Teachers walk a fine line at times.
  • content knowledge
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I think content knowledge is very important and sometimes overlooked. Some become to concerned with the bells and whistles of the technology and try to create an innovative way to use the tech. However, if it is not rooted in an important knowledge base to the content the person is teaching, the technology is meaningless. As an instructor and as I coach, I first consider what content is important.
  • Has knowledge of learning theory appropriate to online learning
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      I am a BIG fan of TPACK learning theory and use it in my practice as a teacher and a coach. Knowing why we do what we do in the classroom, and knowing how it is supported by research and theory, is very important for quality online learning (IMHO).
  • Creates a safe environment, managing conflict
    • Catherine Hines
      Catherine Hines on 09 May 17
       
      To be honest, I had not considered this factor because my online work has been in an adult learning environment and I have never noticed any troubles in this area. However, I can see the need to work on this if teaching high school kids; they often make some poor decisions when typing online!
  • such as with the Iowa Core (Varvel I.A, IT
    • lisamsuya
      lisamsuya on 10 May 17
       
      It is important to awknowledge that online instruction is to be aligned with Iowa Core standards. That is a good reminder not to use technology for technology's sake, but for a greater purpose.
  • which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (
    • lisamsuya
      lisamsuya on 10 May 17
       
      Because the learning theories are specifically mentioned in the standards, one should review or increase their knowledge of these theories. It seems like these theories could be information that is added to the Ollie online courses.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • nickol11
      nickol11 on 11 May 17
       
      This is a huge component to any classroom whether it is a traditional, flipped for fully online learning environment. Students need to be aware of what they are doing online, what others can do with that information and how to interact with others in this environment in a safe way.
  • including rubrics for student performances
    • nickol11
      nickol11 on 11 May 17
       
      In teaching art, rubrics are an essential grading tool in summative assessments. It is very helpful to have this information available to students before they start their learning. That way they know the direct route they are going, can reflect on modifications they may need to make to reach mastery, etc.
  • bdowney on 07 May 17
     
    The student/teacher relationship has traditionally been crucial in the learning process. I continue to believe that instructors need to reach out to their students in ways that promote learning and the relationship with the class.
jhash84

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by jhash84 on 31 May 21 - No Cached
  • However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
    • cjd203
      cjd203 on 31 May 21
       
      It might also be a good idea for students to have either a hard copy of a rubric or a rubric embedded in their LMS , so they can reference expectations/objectives.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • cjd203
      cjd203 on 31 May 21
       
      I think that this paragraph could be summed up by emphasizing safety in learning. It may be helpful to do some trust building activities before diving into peer assessments.
  • he process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • cjd203
      cjd203 on 31 May 21
       
      If submissions were kept anonymous or possibly reviewed by different classes/periods of the same section it my be more effective in reduction of inflated grades.
  • ...30 more annotations...
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • cjd203
      cjd203 on 31 May 21
       
      I think these two points are good ones with respect to self-assessment. Instructors need to lay our clear and concise learning targets/objectives for students. Also, providing examples of high quality work and low quality work gives learners an appreciation for where they are are going and where they are at in the process. Tangible examples of previous student work allows for modeling and a visual cue as to expectations layed out previously.
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • cjd203
      cjd203 on 31 May 21
       
      Interesting self-assessment strategy. This approach definitely helps to not "rock the boat" in terms of assessment linked to group work. This approach allows for ownership and reflection of one's contributions to the collaborative efforts of the group. I wonder if there is any data that breaks down honest/truthful self-assessments when this self evaluation and team grade approach is used?
  • give students a practice session with it.
    • Janet Wills
      Janet Wills on 31 May 21
       
      one of the things I always wrestle with because it takes time --but practice with new tools is always worth it
  • At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.
    • Janet Wills
      Janet Wills on 31 May 21
       
      a process we all go through
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Janet Wills
      Janet Wills on 31 May 21
       
      always good to never assume students have learned something in previous years
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.
    • Janet Wills
      Janet Wills on 31 May 21
       
      it would be interesting to try this type of portfolio which could be pretty easily done via Google Docs
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      This could be an interesting way to approach a final???
  • When learners are at a similar skill level.
    • Janet Wills
      Janet Wills on 31 May 21
       
      this might be difficult to do given the range of abilities that can be present in one class
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • dulrich
      dulrich on 31 May 21
       
      I think a rubric for student interaction within the group context could be valuable as well. We may assume that students know what "good" collaborative group behavior looks like.
  • Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work.
    • dulrich
      dulrich on 31 May 21
       
      Clarity in the assignment criteria would be very important as well as modeling how to use the rubric.
  • Group work can be more successful when students are involved in developing the assessment process. This may include establishing their own assessment criteria through consultation with teaching staff. Alternatively you can provide students with sample self and/or peer assessment criteria.
    • dulrich
      dulrich on 31 May 21
       
      Co-constructing success criteria can help develop student ownership of the process as well as improving the end product or outcome.
  • As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined.
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • dulrich
      dulrich on 31 May 21
       
      This reflection piece helps students figure out how they learn best. Often we teach a strategy, and assume that it will work equally well for all students. A journal might work well for me, but a checklist might be better for someone else.
  • Students
    • ceberly
      ceberly on 01 Jun 21
       
      I am wondering at what age peer assessment becomes appropriate/beneficial?
    • jhash84
      jhash84 on 08 Jun 21
       
      I think that anything under the age of about 5th or 6th grade would maybe be too young unless the teacher has really shown what the students should be looking for, but a really good question.
  • a student may agree to work toward the grade of "B" by completing a specific number of assignments
    • ceberly
      ceberly on 01 Jun 21
       
      Thinking about this from a parent perspective, I'm not sure I'm okay with my 9 year old deciding what type of grade they are willing to work for
  • Students can share their self-assessments with a peer or in a small group,
    • ceberly
      ceberly on 01 Jun 21
       
      I'm wondering if this is an intimidating procedure for students who struggle? For example a student with a reading disability often struggles in writing etc. Sharing with peers could be a source of anxiety.
  • A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • ceberly
      ceberly on 01 Jun 21
       
      Clear expectations are so important. In addition to providing a rubric, examples of strong and weak work are also helpful to demonstrate expectations to students.
  • their overall strengths and weaknesses.
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      This is an awareness that is helpful to students. It brings about a sense of self-awareness that helps them in the learning process.
  • joint process for instructor and student
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      This is an interesting point on collaboration. The portfolios I've completed for courses it was more more of an individual project. I really like this - it creates a dialogue to process the learning.
  • There may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments. In this situation students may be reminded of the Graduate Student Attributes.
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      I see this as a common argument for the high schooler. The article points out some great reasons why this is almost more productive for the student to understand and improve on their own assessment.
  • developed set of communication skills
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      All students can communicate - some elementary students are pretty blunt in their communication. Is there a level where this becomes more effective? Or is it more important to model the skills so students pick up on the process?
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • brippentrop-nuss
      brippentrop-nuss on 01 Jun 21
       
      Really like this concept. It could really add to the instructor's ahas of the assignment. It could also open up a dialogue between the instructor and student if there is a discrepancy between grading on certain criteria.
  • lift the role and status of the student from passive learner to active leaner and assessor
    • pnbolton
      pnbolton on 06 Jun 21
       
      A colleague told me he has his students use the rubric to first grade their assignment, and then they turn in their project. I want to start doing this so students can justify/defend or change their work before they turn it in. I have always provided a rubric but a lot of times kids don't look at it until after.
  • Students will have a tendency to award everyone the same mark.
    • pnbolton
      pnbolton on 06 Jun 21
       
      I have found this issue of my students giving everyone 100% or being overly harsh on the students. I need to take time to teach my kids how to correctly assess.
  • reflect
    • pnbolton
      pnbolton on 06 Jun 21
       
      If i had to take a keyword away from my latest PD and this class is REFLECT REFLECT REFLECT. The students need to take responsibility of their learning and reflect how they did, what they learned, and how they can use it.
  • mature
    • pnbolton
      pnbolton on 06 Jun 21
       
      I believe learned needs to be open to feedback and know that no one is out to hurt or target them but help them grow in their learning
  • These students reported that their ability to self-assess depended on knowing what the teacher expected
    • pnbolton
      pnbolton on 06 Jun 21
       
      This is why clear expectations and rubrics are so important so students know exactly what is expected and needed.
  • by evaluating the work of their peers
    • jhash84
      jhash84 on 08 Jun 21
       
      I have used this method a number of times with some success. Other times it just turns into giving their friends a good grade and not actually giving any feedback. Have to be careful with this method but can be a positive Assessment if done correctly.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • jhash84
      jhash84 on 08 Jun 21
       
      I believe that students can be a ton better learners when they are engaged in whatever the subject happens to me. When they feel a purpose it makes more sense to them.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance.
    • jhash84
      jhash84 on 08 Jun 21
       
      I absolutely love this concept of setting goals. I don't care what it is in, the weight room, sports, grades, ect. When you have something that you can see the progression in and that breeds competition that will creating success and harder work.
  • Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
    • jhash84
      jhash84 on 08 Jun 21
       
      This type of things gives the students a clear view of what is expected of them
mschutjer

ollie-afe-2019: Building a Better Mousetrap - 1 views

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

shared by mschutjer on 31 Mar 19 - No Cached
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • alisauter
      alisauter on 31 Mar 19
       
      I think communicating the rubric ahead of time makes them easier to score. I have had to conduct technology camp entrance interviews using a rubric that is "blind" and they are more challenging because the students come into the interviews completely blind to any of the questions or criteria.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Ali, I agree I feel like giving the rubric for the assessment with the directions at the beginning helps students understand what the assessment is assessing. I just hope it doesn't lead to students formula writing like suggested late in the article. Or possibly killing creativity.
    • tmolitor
      tmolitor on 09 Apr 19
       
      I can easily see both sides of the coin here. On one hand it's tough to give students an assignment and not tell them how its being graded. On the other if a student knows exactly what they need to do to get the score, then it does kill creativity.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I can see where sharing the rubric might "kill creativity" but I think sharing the rubric is a great way to let students know what you are looking for and what is important. I know of many teachers who share the rubric at the very beginning of a paper/project/assessment, but I don't know of many who use it somewhere in the middle. I think we get too caught up in the completion that we forget to take time in the middle to help students self-evaluate their work. I think this is a great way to teach students to be owners of their own learning, and thus success.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      I really like this for pre-assessment. Students can self assess and start where there are with their learning. The teacher will need to have the classroom set-up to meet all the needs of the students accordingly.
  • habits of mind practiced in the act of self-assessment.
    • alisauter
      alisauter on 31 Mar 19
       
      THIS! I think developing the right mindset in our students when it comes to grading and rubrics is so important, although sometimes challenging.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I agree, but we will need to put more of an emphasis on student self-assessment and justification as well as post-assignment reflection. Much of the time students and teachers see final assessment as a "post mortem" evaluation of where they were with nothing to be done about where they can go.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      Here is an interesting critical thinking rubric https://educate.intel.com/download/K12/elements/pba_lessons/resources/24_Critical_Thinking_Rubric.pdf This rubric could be used throughout a project to help the learner think about their thinking.
  • others worry that doing so will encourage formulaic writing
    • alisauter
      alisauter on 31 Mar 19
       
      I think that this depends on how the rubric is written.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I've found it also depends on the student. Ironically, I've found that the higher achieving students will tend more strongly toward formulaic writing because they are worried about "missing points." If the grade on the assessment puts their GPA at risk, they are not willing to do any intellectual risk taking.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Seems to me that if a student meets the criteria, then that is what is expected. (Coming from a person who is not inherently creative.)
    • cathy84
      cathy84 on 04 Apr 19
       
      LOL. I just wrote this very thing "students create their paper too closely like the model" in last paragraph. The problem with following it so closely is that I wasn't sure they really understood the concept if they couldn't recreate it in an independent way.
  • ...89 more annotations...
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
    • annott
      annott on 06 Apr 19
       
      This is hard for me to do. I am a concrete thinker, and writing prescriptive rubrics is something I need to work on.
  • adopt a rubric
    • alisauter
      alisauter on 31 Mar 19
       
      Rubistar and https://rubric-maker.com have different academic content area rubrics and grade levels.
    • kmolitor
      kmolitor on 04 Apr 19
       
      rubistar is helpful...sites like this can help build your skills as you create your own rubrics on that site as well.
  • While the fundamental focus of assessment is always to promote learning, there are other reasons why we engage in assessment: curriculum reform, placement, promotion, diagnosis, accountability, and so on (Critical Issue).
    • alisauter
      alisauter on 31 Mar 19
       
      Establishing your purpose is so vital.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • robertsreads
      robertsreads on 02 Apr 19
       
      Well-designed and meaningful - I think these are the keys to a good rubric. If it doesn't measure what it aims to measure, then a rubric is completely useless.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      I agree as well. It is important that students see what his or her expectations are before they right instead of getting the information from teachers at the end.
    • annott
      annott on 06 Apr 19
       
      When I started many moons ago, in the classroom, almost every period was lecture. Student based learning is so much more effective.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is interesting that they're using rubrics at the post-secondary level. I agree that the best use of rubrics is for complicated assignments that ask students to problem-solve, show conceptual understanding, or even just write extended explanations. Rubrics are too time-consuming to write to use for simple tasks.
    • tmolitor
      tmolitor on 09 Apr 19
       
      It's important to have something to objectively assess outcomes of these types of assignments.
  • Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics
    • robertsreads
      robertsreads on 02 Apr 19
       
      While I assume the author means 'elicit' and not 'illicit', I do agree that getting student input is essential, especially at the high school and college level where we are seeking to have students think meaningfully and critically about their work.
    • cathy84
      cathy84 on 04 Apr 19
       
      I struggle with this a bit, for how do students know exactly what is quality of a product they do not have extensive knowledge of?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric
    • robertsreads
      robertsreads on 02 Apr 19
       
      This does not surprise me at all. My six year old was docked for not using the word "next" in one of her writings. I read the work, and her transition was much more advanced than that (something I would have encouraged as a high school teacher).
    • annott
      annott on 06 Apr 19
       
      I could see how students would get stagnant in their writing.
    • mschutjer
      mschutjer on 27 Apr 19
       
      Maybe I do not make rubrics correctly...because I really do not see this happening!
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • robertsreads
      robertsreads on 02 Apr 19
       
      This is a great idea! It's similar to requesting student input without the students feeling pressured to contribute.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Often this recalibration happens the year after in my experience. As an English teacher, we rubricate everything - for good or bad. I've found that once we ask students to go through a task and use the rubric to assess it, we see where the task, our teaching, and the rubric fail.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Student feedback can be just as useful to us to Wendy.
  • a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I see the confusion stemming from a linguistic debate about whether "directions" refers to the task requirements (e.g. write a persuasive essay using 5 sources) or the assessment criteria (cites strong and thorough textual evidence). Many times students ask to see the "rubric" when they really just mean the specific task requirements.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I find this interesting that they are assessing "behavioral objectives." Much of what our discussions around grading versus assessing have focused on is the need to grade/assess the demonstrated learning and NOT the behavior which lead to the demonstrated learning.
  • study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I tried having students create their own rubrics for an independent learning project. They were all high achieving seniors near the end of their secondary academic career. And across the board, NONE of them said they enjoyed the process, calling it one of the hardest parts of the project as a whole. ALL said it was very eye opening. Ironically, these high-achieving, point grubbing seniors found it MORE difficult to define for themselves what a "perfect" project would be, then to just rise to standards already set by someone else (me). Having to set the bar themselves made them far more nervous about meeting it than if I had set a goal for them to meet. It does make sense, however. By setting their own standards, they would potentially be letting themselves down if they did not rise to their own challenges. Whereas, if they did not fully meet the criteria on a teacher generated rubric, it did not necessarily reflect badly on themselves.
    • cathy84
      cathy84 on 04 Apr 19
       
      Fascinating and insightful!
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Wow. Good points!
  • writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      See, these seem more like task requirements rather than assessable rubric criteria
    • annott
      annott on 06 Apr 19
       
      Yes Wendy, I agree. This would be an assignment, but not in the rubric.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and if that's all you want to grade, you could just make it a checklist and save yourself a lot of prep time!
    • tmolitor
      tmolitor on 09 Apr 19
       
      I think that a checklist instead of a rubric in that case is a great idea.
  • Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Is there anyone who DOESN'T do this?
    • annott
      annott on 06 Apr 19
       
      Most of mine are the same but then I change the content part for the details of the assignment.
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Interestingly, until the 2019-2020 school year, the College Board and AP programs have always used holistic rubrics to score the written essay portions of the exams (at least the English Language and Literature exams). These were used because, especially for the third free-response question, students could choose to respond to any aspect of the passage they chose. With the third free-response question, students had a choice about what text to use to respond to a very vague thematic prompt. Holistic rubrics were necessary to meet the needs of all these different approaches. Beginning next year, during the 2019-2020 school year, the College Board and AP program are replacing all holistic rubrics with analytic ones to "more specific feedback on your Instructional Planning Reports about your students' performance." Interestingly, this feedback is not to the students - students never see their rubrics - but to the teachers so the teachers can adjust their teaching. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course/updates-2019-20
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      That's interesting! The College Board switched to an analytical rubric for social studies a few years ago. It will be interesting to compare those.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In the case of social studies, it gives the student and teacher more specific guidance in what should be included rather than feedback.
  • In addition to these basic directions, you should consider your purpose and audience.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I mentioned this above, but the College Board and the AP program are changing their use of rubrics from holistic to analytic to provide TEACHERS with a better understanding of student performance and comprehension. It's interesting that the audience for these new rubrics will not be the students who are being assessed, but the teachers who taught them. Who is really being assessed here?
    • cathy84
      cathy84 on 04 Apr 19
       
      Great point!
  • we need a meta-rubric to assess our rubric.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      While this makes complete sense and would be a great use of PLCs, my instinctual response was "Oh Geez. Yet another thing..."
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      There are some rubrics that I have used that remind of this. Students basically being programmed on what to do to get an A without any deep learning taking place. However, I still see the need for rubrics like this.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I agree. Unfortunately, many times students use rubrics to get the grade they want without focusing on the learning. Maybe it's not the rubrics themselves but how we are using them in the classroom?
    • mschutjer
      mschutjer on 27 Apr 19
       
      I feel students are programed to give us what we want and not explore their own learning. So often when I give a writing assignment I hear first, how long does it have to be? How do we get away from that?
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Obviously a good thing with standardized tests focusing more on state standards.
  • Share the rubric with your students and their parents.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Great for students to know expectations and criteria. Have never thought about sharing a rubric with parents. See the benefits of that as well.
  • “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (
  • More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire,
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Curious to know what methods of grading are popular among the critics of rubrics.
  • You can adapt a rubric—
    • zackkaz
      zackkaz on 03 Apr 19
       
      Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
  • “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • zackkaz
      zackkaz on 03 Apr 19
       
      That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • zackkaz
      zackkaz on 03 Apr 19
       
      +1 for student choice. Hopefully this would develop lifelong learning.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I think by enlisting the help of students in creating the rubric, it will promote ownership of learning. It should also help students keep in mind what is most important while they are creating their product.
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • zackkaz
      zackkaz on 03 Apr 19
       
      As a SS teacher that second part hits home. Will they be a responsible democratic citizen.
    • cathy84
      cathy84 on 04 Apr 19
       
      To me, this gets to the content of the assignment...not conventions.
  • rubrics should be used in conjunction with other strategies,
    • mpercy
      mpercy on 04 Apr 19
       
      Rubrics are a great tool but not necessarily the way to go all the time. Students need to be exposed to other strategies as well.
    • kmolitor
      kmolitor on 04 Apr 19
       
      I agree multiple strategies should be used as that will help our students grow as learners.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • mpercy
      mpercy on 04 Apr 19
       
      When students are part of the process there will likely be more enthusiasm and buy in from the students.
    • annott
      annott on 06 Apr 19
       
      I have to admit, I have not gone this far yet. But it makes total sense, that if students are a part of creating the rubric they would have a better understanding of the expectations.
    • jennham
      jennham on 08 Apr 19
       
      I agree. It will give them a sense of ownership in their own learning. Even my elementary students would be more than able to help with this. I plan on rolling it out to my colleagues to try with an upcoming paper.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I have seen this done with second graders. They were not creating criteria based on standards, but rather criteria for quality. The students decided what the quality of presentation and speaking were. They actually were pretty tough on eachother and set the bar high. This is a great process, but can also be a challenge if you have multiple classes and want to have some consensus with evaluating.
  • Revise the rubric and try it out again
    • mpercy
      mpercy on 04 Apr 19
       
      Would this be the point to gather student input? I would want to make sure my objectives were being met and then allow students to input.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • mpercy
      mpercy on 04 Apr 19
       
      Does this really make a difference to the student?
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I like using rubrics so that it takes the teacher out of the grading. I like that communication is clear without bias.
  • When instructors plan on grading
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      By giving students the langugage to talk about thinking we open the door to them reflecting on their thinking and eventually refining it.
  • , rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      A writing assignment that is part of an authentic learning opportunity that the student chose to participate in might decrease the emphasis on simply meeting the criteria of a rubruc.
  • sions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      I tend to use the "multiply a dimension by 2" method of weighting grades. In writing a particularly like this because it allows you to address things like conventions, but at the same time emphasize orther aspects of writing.
    • annott
      annott on 06 Apr 19
       
      I use weight dimensions in History class. I'm not as worried about the writing style, sentence structure etc.... But I'm more concerned with the what they know and if there research is thorough. I still include those things on my rubric, it's just worth less points.
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • tommuller4
      tommuller4 on 04 Apr 19
       
      This is very important thing to think about. A student can't make changes to something they are doing after it is already turned in. They may think they are following all things on the rubric correctly but teacher may think differently
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • tommuller4
      tommuller4 on 04 Apr 19
       
      Seems kind of stupid to not give the students the rubric for the assignment when they are working on it. You expect them to turn in something worth while without knowing what you want from them.
  • hose students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I can see this being true across the board. Lots of time when I start a project the first thing some of the students ask is "what do I need to do to get an A." They don't care about learning the content. They just make their project geared to meet all requirements on the rubric and don't care about anything else.
    • jennham
      jennham on 08 Apr 19
       
      I hear that comment often. Until our system changes to not be so focused on the grade itself, I totally side with the students. We put so much pressure on kids to achieve and achieve well so that they can apply and receive scholarships, be inducted into NHS, make it into the college of their dreams...I feel we leave them absolutely no room to worry about the learning. Teachers are just as guilty. I can't count the times I have heard, "I don't know why he has a B; there isn't any reason why he shouldn't be getting an A in my class." (This is without me asking why my child has a B instead of an A.) To me that makes the focus on the grade. They never mention what my child is actually learning or not.
  • clear understanding of how rubrics operate can help educators of all levels design rubrics that facilitate, rather than obviate, student learning and teacher improvement.
    • kmolitor
      kmolitor on 04 Apr 19
       
      This is so true. Rubrics should be designed to help teachers facilitate learning so it's more student driven which will improve both student learning and allow teachers to improve.
  • Doing so, many educators argue, increases the likelihood of a quality product.
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I agree you can get a quality product by giving students the rubric up front but I don't think you will get a great product because students tend to not go above and beyond the rubric. They just do enough to meet the criteria for the grade they want. No more and no less.
  • evaluate your rubric
    • kmolitor
      kmolitor on 04 Apr 19
       
      I think it is important to continually evaluate your rubrics or any assessments for that matter. It is important to consider if you are assessing what you want/need to and get feedback from students.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Stultifying: stunts creativity so that students achieve only what is required. Empowering: clarifies for students and teachers what is expected.
  • no longer appropriate
    • sjensen21
      sjensen21 on 04 Apr 19
       
      "no longer appropriate" is a bit over-stated. Students in Introductory Statistics still need to know these skills. I agree that we do need to focus more on developing statistical thinking, so more performance tasks (and assessment rubrics) are necessary.
  • features known to the student
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Sharing the rubric with students at the beginning of the task holds students accountable and gives transparency to the task expectations.
    • cathy84
      cathy84 on 04 Apr 19
       
      That, for me, was the primary purpose of the rubric. I wished for students to know clearly what this project should show me of their knowledge and skill. It did always frustrate me that they didn't use it more as a resource as they edited and revised their papers.
    • jennham
      jennham on 08 Apr 19
       
      I agree as well. I found them useful as student so that I knew exactly what my teacher/instructor expected. I love them as a teacher as they give the students specific talking points before they start their assignment.
  • ull partners
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This seems like a big time-waster to me.
  • Build a metarubric
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This is a great checklist for evaluating our own rubrics that we have created.
  • a system which some educators see as stultifying and others see as empowering.
    • cathy84
      cathy84 on 04 Apr 19
       
      Not sure why it would be stultifying (which I looked up to be sure I knew what that meant). I mean, how much enthusiasm would a student have toward an assignment?
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In some cases, a rubric can be a little too prescriptive and actually curb creativity for students. A more open assignment--for some students--allows for more interpretation or flexibility. I think it really depends on how "tight" the teacher writes the rubric.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      Rubrics can be empowering yes, but not everything needs a rubric in my opinion.
  • gineering programs
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
  • rubrics can help the student with self-assessment
    • cathy84
      cathy84 on 04 Apr 19
       
      This was a big goal of mine as a writing teacher
    • mistermohr
      mistermohr on 09 Apr 19
       
      I think this is the biggest benefit of rubrics
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.
    • cathy84
      cathy84 on 04 Apr 19
       
      I found the models to be very helpful for my students. My only problem is often students create something very close to the model. It often was a conundrum for me.
  • Is the description of criteria judgemental
    • cathy84
      cathy84 on 04 Apr 19
       
      That's a rule I have violated...and I probably knew best practice, but getting so specific in the criteria makes correcting so laborious
    • jennham
      jennham on 08 Apr 19
       
      You are so correct. Now that I have read this information, I know that when I would say "good", I meant, "following current conventions." Most 10-year-olds understand "good". Not so much for the other!
  • rubrics should be non-judgmental:
    • annott
      annott on 06 Apr 19
       
      I have a hard time keeping judgement out of rubrics.
    • mistermohr
      mistermohr on 09 Apr 19
       
      this could be a place where submission into an LMS using blind grading can be a huge benefit! I love blind grading...rarely do I need to know who produced the artifact.
  • rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations
    • annott
      annott on 06 Apr 19
       
      As we are to assess the pros and cons of rubrics, I would say this is a con to using them. We need colleges to get on board and use them as well, and some are switching over.
  • solving real problems and using statistical reasoning
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing real problems and statistical reasoning.
  • student thinking and not just student knowledge
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing student thinking.
  • (
    • annott
      annott on 06 Apr 19
       
      I do feel that rubrics are more closely connected with real life situations. In the workforce, you will not be given a grade. Instead, they will evaluate your performance.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      True...but sometimes with a rubric. =) I think of the way even my husband's corporate world annual evaluation tool is written.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
    • annott
      annott on 06 Apr 19
       
      This is what we should all be striving for.
  • as long as each point on the scale is well-defined.
    • annott
      annott on 06 Apr 19
       
      When looking at standards based learning it is encouraged to have the same scale number for each department. And sometimes there is disagreement between a 3 pt scale or a 4 point scale.
  • modify or combine existing rubrics; re-word parts of the rubric; drop or change one or more scales of an analytical rubric; omit criteria that are not relevant to the outcome you are measuring; mix and match scales from different rubrics; change the rubric of use at a different grade; add a “no-response” category at the bottom of the scale; divide a holistic rubric into several scales.
    • annott
      annott on 06 Apr 19
       
      I surf the internet quite frequently, and use other rubrics ideas as a starter for mine. And then I adapt it to my objectives.
  • Steps in developing a scoring rubric
    • annott
      annott on 06 Apr 19
       
      This could be shared in Professional Learning Communities.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      I think this is really key, especially the part aobut being linked to classroom instruction. I've used rubrics by introducing them at the beginning and then using them to score at the end--and felt like students never looked at them and therefore got very little out of them. The key was when I used the rubric during instruction--as an explanation tool, as a peer reflection and self-assessment tool. We just have to be really deliberate and explicit and pulling it out and using it in instruction if we really want students to use it in their process.
    • jennham
      jennham on 08 Apr 19
       
      I have never used a rubric during instruction, other than to remind them to use it. I am excited to see how it will help them when we use the rubric continuously throughout a project.
    • mistermohr
      mistermohr on 09 Apr 19
       
      For me, I don't know how you do this in early elementary. Reading and comprehending "standard" language is not conducive to young readers. (ie subject/verb agreement)
  • maintains the traditional gap between what the teacher knows and what the student knows.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and some students have more ability to bridge that gap than others. I think this is where we get into equity problems--some students are better equipped (by home life or personality/strength) for school and intellectual processes. In other words, they are more insightful and therefore better "guessers" of what teachers want.
    • jennham
      jennham on 08 Apr 19
       
      You are exactly correct and I could not have said this better.
  • non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, exactly! We can even the playing field for students by being explicit in our expectations.
  • Pilot test your rubric or checklist on actual samples of student work.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is a helpful step because one of the downfalls of a rubric is not rewarding something students do well (because it's not on the rubric) or unintentionally rewarding something you don't want students to do.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      By piloting the rubric, we are able to make sure we are truly assessing what we intend to. These samples could also be shared with students to practice using the rubric (so they can better evaluate their own work).
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is why I like rubrics. It helps guide student learning.
  • “on what students have actually learned rather than what they have been taught,”
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      this is the key to a successful classroom. it is not about what you teach it is about what have the students learned. Or it is not about providing time for student to be active, but what have you taught them that will lead to be active for a lifetime!
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is an interesting quote about knowing what students have actually learned that what we taught. More of a formative assessment. How is the student's learning progressing and what do we need to do to get them there.
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is the tricky part. A well designed rubric that does give the teachers the information that they need to understand what their students have learned.
    • nealjulie
      nealjulie on 08 Apr 19
       
      There is a lot of power in students who self assess themselves.
  • are about their potential to harm students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I'm not sure how a rubric can harm a students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      Exactly, it has to be conferring with teachers along the way on their progress.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of enlisting the help of students.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of a pilot rubric!
    • nealjulie
      nealjulie on 08 Apr 19
       
      These should definitely be a checklist when teachers make their own.
  • “an established custom or rule of procedure.”
    • tmolitor
      tmolitor on 08 Apr 19
       
      It's important to have an established procedure for grading so that the grades remain objective.
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree and is a large reason have gone to SBL this year. Also have to make sure no gray area in rubric
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      We are moving to SBL as well and it already is making a huge difference in the classroom.
  • consistently and accurately
    • mistermohr
      mistermohr on 09 Apr 19
       
      I feel that the most consistent and accurate rubrics are checklists. I understand rubrics should not be checklists, but I find they need to be checklist-esque to keep them objective.
  • traits, or dimensions, will serve as the basis for judging the student response and should reflect the vital aspects of the assignment
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.
  • ubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I think the deep learning should be coming from the teacher more than the student.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree. Find that really interesting since so much research is on NOT grading behaviors and focusing on the learning itself
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think I would like to see what are these behavior objectives are. Are they really just skills that students demonstrate?
  • Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      this is one of the hardest things in SBL or rubric use. They take so much time but have to make sure truly fit an assignment
  • broader and more ambitious
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is so true. The objectives are changing and sometimes they are changing in a way that we don't know how to assess them correctly
  • important assessment tool in “achiev[ing a] new vision of statistics education.
    • kylelehman
      kylelehman on 10 Apr 19
       
      100%. It is the expectation now that all of our assignments and work have some sort of rubric. Now, it doesn't have to be super detailed but the goal is that students know what they are trying to achieve
  • explicitly delineate the qualities of thought that they are looking for
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is key I believe. This is also the #1 problem I see with rubrics today. Instructors need to know every detail of what they are looking for in order to make a rubric work out. With that said, sometimes you think of things late and that makes it hard to get them in the rubric
  • I once gave extra credit
    • kylelehman
      kylelehman on 10 Apr 19
       
      I have seen this happen before as well. The way that I look at it, there needs to be an aspect of the rubric that discusses that pieces of evidence from class need to be included.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      Some the best teachers allow students student to assess a sample assignment so they can understand the language of the rubric.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I agree. This is an important step and sometimes I feel like it is missed, by myself as well.
  • a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This type of student know the system and how to chase points not learning. Rubrics or other grading tools are about giving feedback to the students so they can continue their learning.
  • The argument against using rubrics
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      It's interesting that all of the arguments against rubrics are writing examples.
  • Does the rubric encourage students to be independent writers?
  • Can different scorers consistently apply the rubric?
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think this is a great question. We might need to talk about it more with our teacher teams.
tboeckman

ol101-f2019: Iowa Online Teaching Standards - 10 views

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

shared by tboeckman on 10 Sep 19 - No Cached
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • anonymous
      anonymous on 10 Sep 19
       
      I think getting student feedback is the only way to grow and develop a course
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
    • anonymous
      anonymous on 11 Sep 19
       
      I am always checking that my assessments achieve what my objectives promised
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      With our math courses in Osage shifting to Standards Based Learning (SBL) this is necessary!!
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • anonymous
      anonymous on 11 Sep 19
       
      Effective communication will help both students and instructors succeed in a course
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      Effective and clear communication is necessary in any course...whether it be online or face-to-face. I tend to over-communicate just to keep all stakeholders informed.
    • jhatcher
      jhatcher on 22 Sep 19
       
      This would be critical, so that the student know what he/she is doing well or needs to improve. I think the voice tool would make this quicker, easier, and be effective. I am going to start using this more in Moodle to respond to students' work.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Communication is the key in any working environment and essential with students in either face to face or on line. On line students may require more communication.
  • ...50 more annotations...
  • Assists students with technology used in the course (Varvel III.C)
    • anonymous
      anonymous on 11 Sep 19
       
      this the standard that scares me the most - being able to troubleshoot technology issues will be tough for me
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • anonymous
      anonymous on 11 Sep 19
       
      My goal is to make expectations for behavior and the consequences if not followed - very clear at the outset of the course.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • alisauter
      alisauter on 11 Sep 19
       
      This is just good sense. We do this in the traditional classrooms, so it definitely needs to be WELL defined in an online classroom.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      Since I'm currently working on blending my classroom, I definitely don't do this as explicitly online as I have been doing in our face to face environment. It's definitely something I need to build into the online component.
    • jhatcher
      jhatcher on 22 Sep 19
       
      My District is pushing teachers to be very explicit about this! Has anyone heard of the 5D model? The first dimension is all about naming and explaining the learning that will be taking place. We also need to mention it as we teach and at the end of the class. I know I can do better with this.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Not only do we need to identify and communicate the outcomes and expectations at the beginning of the course, they need to be restated throughout the course.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • alisauter
      alisauter on 11 Sep 19
       
      Probably my #1 when it comes to importance. People think they are the same. They couldn't be more different.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I am still trying to find the balance between what I move online and what I am doing face-to-face and how to inform all of the stakeholders involved. I think that understanding the differences are essential to meet all of the needs of my students.
  • • 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)
    • alisauter
      alisauter on 11 Sep 19
       
      One of the reasons driving online learning is that it is more personalized to meet the needs of the students.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      However, it will be up to the individual to let the instructor know of difficulties that are being experienced. Communication is a key component of a successful online learning experience - including both the instructor and the student for success.
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • alisauter
      alisauter on 11 Sep 19
       
      Modeling best practices for all students, whether they are face-to-face or traditional, really needs to be a priority. Online students will likely have more digital citizenship opportunities than many other students. Teaching them and modeling compliance with the policies is crucial.
    • gmonat
      gmonat on 15 Sep 19
       
      Patterns in lesson sequencing is very important so students are comfortable with the familiar format.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This is very important because I could see assessment types getting repetitive with online learning. I imagine it would take some creativity to continually rethink assessment for the online paradigm.
    • gmonat
      gmonat on 15 Sep 19
       
      Multiple assessments is important so participants have a variety of ways to show their understanding. However, I think you can have TOO many different formats which can add stress to students.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • gmonat
      gmonat on 15 Sep 19
       
      This is critical! Since your students may never see you face-to-face, they must feel that you are there to help them and are accessible in a reasonable amount of time.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Yes, it can also be the most demanding one. With students doing things at various times of the day, you would have to communicate your "office hours" otherwise you might find yourself always having to be available.
  • Provides substantive, timely, and constructive feedback to students
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      In my experience, online tools make it so much easier to provide feedback to students. This feels even more important in the online environment where regular, in person check ins may not exist.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I agree. I feel like feedback is much more a focus with online tools. It IS the interaction. In face-to-face, we have a lot of interaction with students that isn't specific or personalized feedback but in an online setting, that changes.
    • ceberly
      ceberly on 23 Sep 19
       
      The word "timely" sticks out to me here. If students are working somewhat at their own pace, it is important for feedback to be given fairly quickly so that any misconceptions can be addressed right away.
    • gmonat
      gmonat on 15 Sep 19
       
      Timely feedback is very important as students want to know how they are doing and cannot 'approach' you physically to ask. Constructive feedback also helps students adjust their work accordingly.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      This is something that I plan to do now that I am implementing Moodle in my courses. It would be interesting to conduct an online learning survey for students before and after having them learn using Moodle rather than Google Classroom.
    • dwagner2
      dwagner2 on 21 Sep 19
       
      If I am not knowledgeable to use the system, I will not be able to effectively lead students in their learning. Also it would be important to use more than one avenue to be the most effective.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I'm constantly looking for feedback, although I feel my students are afraid to be honest with me, even when I assure them it is anonymous and nothing punitive will happen. I've tried Google forms and set them up so they do not collect email addresses, stepping out into the hall and having students leave sticky notes on the board...
  • Assists students with technology used in the course (Varvel III.C)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I believe this will be essential so that I can help my students navigate between everything they need in the course. I often find myself double and triple-checking things in my Moodle course to make sure students can access them and everything runs according to plan. It definitely requires patience as well when assisting students with the technology.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think this key and sometimes the hardest part. For many students, this new territory for them. There is so much to learn about taking an online class, that it can be overwhelming.
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      Everything stood in this standard stood out to me as critical. It aligns logically with my schools move toward standards referenced grading.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This seems so critical in the online environment! Written text can be misinterpreted so easily, especially when the reader doesn't actually know the writer in person. Extra time and care will need to go into communication. Additionally, recorded videos could be a helpful tool to add a human element to online coursework.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      As an English teacher, data isn't the first thing I think of, but the use of technology makes formative checks incredibly easier. GoogleForms and other quick check quizzes make sorting those who get it from those who almost do and those who are still out wandering the corn. My struggle is not in creating the data, but in having time to use it effectively. The turn around time needed to make the most efficacy of formative data is often so quick that I struggle to keep up.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      I think sometimes, we jump onto a new technology because it's fun or interesting, regardless of whether or not it's effective. I know I have done this in the past. Just because something is new and great, it doesn't mean it's the best technology for every situation.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is what I loved about the Blend/Flip cohort. I felt like it directly addressed that by making the focus on what students need from us and then figuring out how to move some of the other things to digital.
  • Understands student motivation and uses techniques to engage students (
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      This is where the "gamification" of classrooms could come in. I have not experimented with this strategy as I have some qualms about embedding even further students' seemingly already ingrained desire to always be entertained, however, there is considerable research speaking in its favor. Johns Hopkins University studied and advocated the use of Gamification in education: https://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
  • Creates a safe environment, managing conflict
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is key for any discussion thread in a blended or online course and it's something we really have to explicitly teach and address.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      It will be important to monitor replies to posts that are inappropriate in order to assist with this. However, managing the environment may be a little more difficult online as instructors may not know if there is conflict occurring if the student does not let them know.
  • variety of assessments that meet course learning goals
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Variety is key here. The teacher has to have a good idea of where the students are in understanding but formative opportunities have to be much more purposeful. Plus, I think self-assessment becomes even more crucial in online learning.
    • jhatcher
      jhatcher on 22 Sep 19
       
      Yes, I agree that a variety of assessments are important. Students can also self-assess their behavior while online: motivation, responsibility (not on games), honesty and integrity
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Technology is fast paced and keeping current is essential to the profession. Professional development in the district needs to address the current technology needs of teachers.
  • 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
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I feel we should do this as face-to-face teachers as well. I know I strive to follow a pattern so students know what to expect. I'm a fan of the "I do, we do, you do" model.
  • 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.)
    • dwagner2
      dwagner2 on 22 Sep 19
       
      Without the knowledge and ability, how will I be able to use this format to be successful?
    • mpercy
      mpercy on 23 Sep 19
       
      This is a challenge when changing from face-2-face instruction to online instruction.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think you just have to give yourself time. Yes this standard is important, you have to be able use the software, but you can also learn from your students. If you start with a blended approach than you can ask your students face to face for support.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Giving students the ability to perform at the level at which they are at is one of best ways to ensure that students are going to be successful.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • apforts
      apforts on 23 Sep 19
       
      Everything should be aligned to achievement.
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • apforts
      apforts on 23 Sep 19
       
      Content including technology is important. One is not more important than the other in an online environment.
  • • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • apforts
      apforts on 23 Sep 19
       
      The professional teaching standards are important for access and equity of all students.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • apforts
      apforts on 23 Sep 19
       
      It is content and pedagogy that makes learning happen for students.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • ceberly
      ceberly on 23 Sep 19
       
      As we begin online courses it will be important for my district to view the technology policies that are already in place and determine if more guidelines need to be set. The words "appropriate use of written communication" stick out to me. I'm not sure they have been defines
  • Networks with others involved in online education for the purpose of professional growth
    • mpercy
      mpercy on 23 Sep 19
       
      The best part of taking courses such as this one is to learn of the experiences of other instructors.
  • Understands and uses data from assessments to guide instruction
    • mpercy
      mpercy on 23 Sep 19
       
      This is a focus for our district this year. To use our LMS generated data to guide instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • • Sets and models clear expectations for appropriate behavior and proper interaction
    • ceberly
      ceberly on 23 Sep 19
       
      As a PBIS coach in my district this resonates with me. "Pre-correct" or remind students of the expected behavior EVERY time- in other words, prior to each course, even if they have taken 3 courses prior.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • mpercy
      mpercy on 23 Sep 19
       
      This is not much different from the face-2-face classroom. Students, parents, and administrators want to see evidence of learning.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      There are so many tools out there. I find this one a bit confusing. Deciding what tools are best for what what assignment or task, at this point is a guessing game for me. Somethings, I think I've been right and others I realized that I wasn't. I wonder if there is resource out there that offers a guideline for what tools fit what practice or task.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I wonder if this could possibly help students work better in groups. So many times group works falls apart because middle school students get distracted and run out of time. Would online collaboration help with this?
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Still working on how to best do this one. It makes so much sense and yet I find it tough to manage in an online environment. I've recently found Edulastic. An online test creator that has question bank of questions created by hundreds of teachers on many topics. I'm experimenting with using it as a way to help students pre test and check where they are at in their understanding.
  • Communicates assessment criteria and standards to students, including rubrics f
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Students need to be able to understand and know exactly what their job is and how well they are performing while doing the job. Also, by communicating criteria and standards, students will have a further understanding of why they are learning it also.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Rubrics communicate expectations to students. Students can see what they need to improve on and are able to set goals.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Collaboration and interaction are two very large pieces of the puzzle of employability skills that are imperative for successful employees. By providing students with the opportunity, we are further preparing them to gain and maintain successful employment. Students will work with people of all ages and abilities throughout their lives, so all levels of collaboration and interaction are important - especially online where one is unable to use visual cues to discern the meaning of communication.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This is so crucial in making sure that we impact ALL learners equally.
  • 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
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one is interesting because I feel like when done online it can be tricky due to the fact that it's harder to get that instant feedback from students.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one really pushes us to think "is this meaningful? Does it reach my goals? Does it feel like it is worth the valuable time of the learner?"
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      A very powerful one. When we don't feel futuristic to learners we begin to feel irrelevant. We have to work hard to stay two steps ahead.
  • Has experienced online learning from the perspective of a student
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Having this experience would allow the instructor to be able to understand student expectations and needs.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      In my position data is collected weekly. If the data indicates the student is not being successful, decisions about instructional strategies may be made. It lends for the instruction to be more student centered.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • swatts_
      swatts_ on 25 Sep 19
       
      I think this is very important. I have been guilty of grabbing something from the internet then realizing this wasn't the best for my students. What kind of PD is available for this? What OER is available that is aligned with Iowa Standards?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • swatts_
      swatts_ on 25 Sep 19
       
      This is an interesting indicator because teacher often resort to shutting technology down for students who use it inappropriately. More learning would be needed to help teacher use these as teaching moments.
anonymous

ol101-2020: Iowa Online Course Standards - 0 views

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

shared by anonymous on 15 Jun 20 - No Cached
  • 2. INSTRUCTIONAL DESIGN (NACOL 2)
    • nkrager
      nkrager on 15 Jun 20
       
      The instructional design is so important to start off on the right foot with students! If the course is not set up effectively and clearly, students will lose interest right away if they are confused. Expectations, requirements, privacy, netiquette, integrity, etc all must be addressed early on in a clear manner to provide the structure for a successful course.
  • • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa I have found this to be helpful to me as I am taking online courses. I think it will help my elementary students feel secure before they move on to the next skill, as it will for me as their teacher. Having a feature for students to make corrections, or add more to their assignments/projects is important in the learning process.
  • The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning (iN 4.7, QM 6.1, 6.2, 6.5, ROI 5.a)
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This is where I will need to do more learning and training with. I utilized email, and I realize the benefits of videoconferencing , so would like to add that to my online component.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      Yes, I need more training with how to add additional tools to make my online learning more meaningful. I can do some very basic work, but I need to do better. I have found the AEA online tutorial that Evan sent out to be helpful and have it bookmarked to go back to as I continue to learn.
    • pbenezra
      pbenezra on 21 Jun 20
       
      I grade assignments promptly. We have small class sizes so I can always read every assignment and provide feedback.
  • ...26 more annotations...
  • bjectives are measurable
    • olga1203
      olga1203 on 15 Jun 20
       
      Many times objectives are stated in a language that does not lend itself to being easily measured.
  • 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) • The resources are of sufficient rigor, depth, and breadth to teach the standards being addressed. (QM 4.1) • Instructions on how to access resources at a distance are sufficient and easy to understand.
    • olga1203
      olga1203 on 15 Jun 20
       
      Always the best resources! Vetting should be rigorous
  • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated (
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Setting the standards for online communication and activities are very important before a student begins a course. These foundational steps help teachers and students start on a path of learning rather than disciplinary actions and disruptions to learning.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This would be extremely important to have in the proposed standard because we are required to align with the Iowa Core. We need to be able to add content, activities and assessments that support those objectives, and accommodate different learning abilities.
  • The course provides opportunities for appropriate student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
  • The course instruction includes activities that engage students in active learning.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      We use Digits in 6-8 math. It is a online program that has many good features. But some of the homework is multiple-choice questions. Usually there are 4 possible answers and the student has 3 changes to get it correct. So some students just guess until they get it correct or go to "similar question" and again guess until successful. This in not active learning.
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards (iN 1.2)
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      It will be even more important this year to consider the district's standards. Our time will be very valuable since we have pre-requisite skills to fill in from last year.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      Right,everything we do is now wrapped around our teaching standards and reporting out how students are doing with those standards.
  • The course meets universal design principles, Section 508 standards and W3C guidelines to ensure access for all students.
    • pammason
      pammason on 19 Jun 20
       
      All students means just that ALL students and there are many groups that are considered "special" groups in a brick and mortar class.
  • including a self-introduction activity for students and the instructor
    • pammason
      pammason on 19 Jun 20
       
      These introduction activities at the beginning of the class are of high importance as you are not spending face to face time together . Good teachers get to know their students and these introductions are a great starting point.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is an important idea to keep in mind while teaching online. Even though we may be using technology to teach, that technology should be geared toward each learner's specific learning style. This is something I need to work on and keep in mind while teaching online.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      This is an idea that I really like. I enjoy challenging students to reach their goals and beyond. I like that this should be happening in online schools as well.
  • Instructions make clear how to get started and where to find various course components.
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is a very important idea for both student and adult learners. It is important for teachers to set that foundation with students so they feel comfortable with the online components being used in the class.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      With online learning being new to so many of our students and parents I agree that we need to have a good foundation for them to easily understand the process and to be comfortable with it.
  • Technologies are chosen that are accessible to students
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is a very important idea that needs to be addressed before online learning can even happen. Teachers need to make sure that all students have access to the technology being used and the internet. Without these in place, students will not be able to be successful in the online learning environment.
  • The course is organized logically
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      We need to make sure our courses are organized and logical for both students and parents so it is easy for them to understand and so they do not become frustrated.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Encouraging highlighting, as well as student summaries in their own words, when students take notes.
  • 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. (
  • The course provider offers orientation training.
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      This is important so that the online learner has the explanation and experience of how the tools and other parts of the course works. This will help eliminate possible frustration from not understanding how to work with the online program.
  • C. Learner Engagement
    • mstoner31
      mstoner31 on 22 Jun 20
       
      If the students are not engaged, there will be little learning. Appropriate and timely progress monitoring will also encourage learner engagement. A variety of teaching/learning strategies will further encourage learner engagement.
  • 6. LEGAL RESPONSIBILITIES • Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). (iN 4.11)
    • mstoner31
      mstoner31 on 22 Jun 20
       
      Student information confidentiality is of great concern to ethical educators as well as the parents of these students. Too often, in the past, confidential information was not guarded and those who did not need access to this information were able to access it. This story, although not about curriculum, addresses this point: A substitute teacher was helping with lunch duty and saw students' lunch account balances. At a school board meeting this substitute, who was a liaison community member, commented on how many students were carrying negative lunch balances!
  • incorporated and taught
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      As a technology teacher I am always looking for ways for teacher to incorporate what I am teaching with what they are doing in the classroom and vice versa.
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      I believe this get looked over and not done correctly.
  • self-directed learning
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      I believe teachers and students need to be educated on what self-directed learning means.
    • anonymous
      anonymous on 25 Jun 20
       
      After reading the article about access and equity, it made me realize how easily barriers can be put up that restrict access to certain courses. If you need to purchase a certain app or have to have the premium acct for a certain website to participate, barriers are being set up.
  • accessible to students
  • Technologies are chosen that are accessible to students
    • anonymous
      anonymous on 25 Jun 20
       
      After reading the article about access and equity, it made me realize how easily barriers can be put up that restrict access to certain courses. If you need to purchase a certain app or have to have the premium acct for a certain website to participate, barriers are being set up.
  • Regular feedback opportunities
    • anonymous
      anonymous on 25 Jun 20
       
      Regular feedback I feel can be more difficult in an online course. When you are in the face-to-face you can receive feedback directly to you or from what others are being told so you can judge how you are doing. In online courses you either need to request feedback or wait for the instructor to post something. In the ideal online course there would be an occasional face-to face video meeting to discuss your progress. The time frame of most courses and the amount of students in the class prohibit that practice.
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