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LaRae Arment

PLE Articles - 2 views

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

shared by LaRae Arment on 14 Jun 17 - No Cached
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • arieux1
      arieux1 on 14 Jun 17
       
      I think this is important to point out at the beginning. At first, personalized learning (I believe) makes the teacher feel irrelevant. That's not true, but it seems like it.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness
    • arieux1
      arieux1 on 14 Jun 17
       
      I think this is good to point out. These skills aren't often turned over to the kids, so they must be explicitly taught. I think self-reflection is probably the best way to instill this in students.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Teaching students how to self-manage is critical. I wonder how successful this is with younger elementary students.
    • anonymous
      anonymous on 16 Jun 17
       
      I was wondering the same thing, Heidi, about how this would work for elementary students. I know we want this to be as student focused as possible, but I wonder if at first PLEs are modeled with students creating a basic one that has resources they have used before and are the same as the ones the teacher modeled and as students begin to work more with it, they can add their own resources. I slow work in progress.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      This is a major shift - it is a change in the culture of the school and the classroom as well for the individual. We have to support this transition.
    • efabscha
      efabscha on 17 Jun 17
       
      Heidi, I am also wondering the same thing. Do they have certain ages where personalized learning works best?
    • jhenning40
      jhenning40 on 20 Jun 17
       
      ckeninger, I think your idea of a modeled and guided first round is essential. That would help them see and understand the process before trying a "true" PLE.
    • nthurm
      nthurm on 21 Jun 17
       
      YES! Digital citizenship and message etiquette cross curricular ideas!!
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Great uses for teaching media etiquette!
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      But you do have to wonder about those kids who are not engaged and responsible... will a PLE make school harder? Or will you feel like you still invest lots of individual attention to kids who need it?
  • 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
    • arieux1
      arieux1 on 14 Jun 17
       
      That seems like a good way to let groups do research on their own but still with some facilitation. Throwing lots of resources on there, teaching them how to use them and skills required (as they come up), and then turn them loose.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Wow! This is my first time learning about Symbaloo. What a great tool that allows students to quickly access what they need.
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      We set up a Symbaloo for my daughter's college search to keep all the websites handy for both of us. In a way, I felt like it was the same of just having bookmarks in a folder, but it looked cool.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think it is a great tool if you learn to use it. I have helped people create it, but so many go to the same page every time they log in and then google everything as needed. It could be a great way to focus students and avoid surfing.
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      I also have never used symbaloo but find it to be very appealing. I think in the upper grade levels students would get a lot of use out of it. A question I have is how can it be successfully utilized in lower elementary classrooms? I think I could add sites that we use on computers but a lot of these sites require reading and my students are just learning how to read. Any ideas?
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I am unfamiliar with Symbaloo, but can see how it would be benefical to my students as an organization tool. I also see it as a time saver for students that are researching.
  • ...37 more annotations...
  • I only wish that students could edit the webmix in their own accounts (and if they can, I haven’t discovered how yet), but that is really a minor wrinkle for us at this point; I also wish I could publish the webmix with a public URL accessible to non-Symbaloo users.
    • arieux1
      arieux1 on 14 Jun 17
       
      These seem like the types of things I was going to have them do with this. Maybe not, but at the very least these are things to look into as I explore this resources.
  • 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.    As the name implies, PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • arieux1
      arieux1 on 14 Jun 17
       
      That's a great definition, so I marked it. It sort of encompasses what it is and why it's important, in addition to providing some ideas.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      Love this definition!
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      saving this definition to share with my students this fall....
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think something like this is helpful to get everyone on the same page.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      This is a great definition, as others have posted... but I just continue to see pros and cons to all this self-directed online learning for so many of our kids. Good for many... not the best fit for many others.
  • our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • arieux1
      arieux1 on 14 Jun 17
       
      Nice! As an instructional coach, I've constantly been saying "the person talking is the person learning" (for two years!) in order to have the teachers understand that if they talk for the entire period (i.e. are the holder of all knowledge, content, and skills), all the students are getting is short term learning and dependence on the teacher. I feel like this is the same idea.
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Indeed, working with students to become not only savvy consumers of media and information ("fake news?"), but working with students to sharpen the skill of organization of said information is key to their navigating an increasingly complex information-world.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I agree - however I don't know how many of my colleagues do. This all goes back to being student centered and student driven.
  • ou can provide a tile linking to a web page describing a number  of exploratory activities a student will need to engage in, but make the path for accomplishing these activities (e.g., the numbers and types of tiles used) up to the student.
    • arieux1
      arieux1 on 14 Jun 17
       
      Now that's a good idea!
  • teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      I love this and want to strive for this but this also terrifies me. I'm in the "awareness" stage of learning about PL. My concerns are, How will I truly balance this? Is it the right balance?
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I'm also concerned about balance for each individual student. Some students will naturally blossom with independent learning, but others will need more consistent help until they have the skills or confidence to do more independent work (hopefully only at first, I anticipate some will need continuous support)
    • nthurm
      nthurm on 21 Jun 17
       
      I love opening a highlighted section to make a comment...and there's more than just ME thinking about the "perfect balance." It means I'm not alone in being anxious about it. Part of me believes that, like SBG and common core, students will adapt and this will become second nature to them if we present it in a positive manner like we do know what's best for them- because we do. :)
  • as an instructor, you can make a webmix quite interactive.
    • heidimeyer
      heidimeyer on 15 Jun 17
       
      I like that the instructor can still play a role in students' Symbaloo. The examples given are a great way to engage students.
  • Learning Management Systems (LMS)
    • anonymous
      anonymous on 16 Jun 17
       
      There is great information describing the differences between LMS and PLE but what is a specifc example of a LMS? Would this be like our school library reference page that has specific links that students use for the states projects year after year?
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning
    • anonymous
      anonymous on 16 Jun 17
       
      Where is this balance? Is there is a suggested ratio of teacher input/lesson to student directed learning? Does it depend on the age of the student?
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      These are great questions. I have found myself wondering the same thing. For me, allowing my students to be their own learners and not depend on me is a hard concept for me to grasp. I am a kindergarten teacher. It make me question at what age is this all appropriate and how can I set up my students to be able to be successful learners on their own. Many of my students are not responsible enough to handle facilitating their own learning. Does anyone have ideas on how I can prepare them for this?
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      I agree. I keep reading that there's a balance or strategies, but I'm unsure of what those are.
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I also wonder: does it have to be an equal balance? What I mean is does the process start with a more teacher-heavy interaction, where the teacher frontloads, teaches strategies, and models; once students have that background knowledge, does the balance shift to student-centered? The balance may not always be equal, but on the whole both groups play an equal part -- just something I"m curious about as I think about how I might create this type of learning in my own class.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Agreed. The balance between human contact and online learning. Life skills learned through working and playing with each other cannot take a backseat to online skill progress.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I agree with the balance. From experience with our students and using online programs. Communication and soft skills are some of those skills that can't be learned online.
  • The gallery view allows you to preview webmixes before adding them to your Symbaloo dashboard.
    • anonymous
      anonymous on 16 Jun 17
       
      Wow! I didn't know you could search for webmixes and then add them to your dashboard. I wonder if other teachers have created webmixes for their students to reference. A teacher could make a webmix to share with students on their personal dashboards to get them started. What a great example of the collaboration of online tools.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      It would be nice if there are already created webmixes out there to help get a start in learning how to utilize Symbaloo.
  • on.
    • anonymous
      anonymous on 16 Jun 17
       
      Wow! There are a lot of components to the Networked Student in the image below. My concern is ensuring students have the foundation for these components before they start PL. Practicing digital responsibility is an important piece. When we provide students with technology, we are giving them access to a lot of information and responsibilty. This can be positive or negative.
  • chart
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Ah ha! I was just wondering whether NTN's "Echo" system would be my students' PLE...nope. I'm curious to keep reading to see how Echo can blend with a PLE for my PBL students next year...
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Also...I'm saving these images throughout the class to my Pinterest Board for further reference!
  • social media platform
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Could a Google Classroom or Google Hangout that students create be considered a PLE?
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      I also wondered this as I was reading the article. I use Google classroom but more as an information board for student organization.
  • learner controlled
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      In this way, PLEs seem to mirror one defining component of PL: learned controlled. But, I would assume the "facilitator" (teacher) would also have access....
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think as we learn about how to be the facilitators in courses like this, we also need to think about how we will train our students to be this type of learner.
  • Netvibes
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      Okay - I've never heard of Netvibes...I'll check it out as a possibility for my pbl students this fall.
  • the aggregato
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      catchy name: the aggregator!
  • A collection of resources related to a problem-based learning challenge
    • julie_carroll
      julie_carroll on 16 Jun 17
       
      And here is the "fit" for New Tech...we will definitely be offering Symbaloo as a PLE option for our PBL students!
  • 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
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      The only problem is when a student doesn't want to use the tech - rare, but it happens.
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      Do you have this happen in your classroom? How do you handle this situation if so?
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I think this is difficult because it shifts not only the center, but the ownership and control. The fear is what might happen if the teacher gives up control or the teacher giving up their pet project or unit that they enjoy. It is hard not to be selfish sometimes when you invest so much of yourself into something.
    • efabscha
      efabscha on 17 Jun 17
       
      I truly wonder what this might look like for teachers. Would there be way more preparation or maybe less preparation is needed? The thought makes me nervous!
    • katieconnolly20
      katieconnolly20 on 17 Jun 17
       
      I agree! I feel that as students take charge of their own learning, it will mean less work for us as teachers. I am also curious of what this looks like. As a kindergarten teacher, I feel that there will need to front load what personalized learning looks like. I will still need to make sure my students are being responsible learners.
    • annabrousard
      annabrousard on 19 Jun 17
       
      In DMPS we are moving to schools for rigor which is all about creating student centered classrooms so I wonder if this will be something that DMPS looks into as well.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      I feel like it would create MORE work, but in a different way. You have to always be aware of what all of your kids are working on and touch base and provide supports as needed. Less in control of their learning, means you're less in control of what you'll be expected to do each day.
  • begin developing their Symbaloo webmixes
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I see myself having a menu for students to put in their own webmix and then having additions as we go along.
    • efabscha
      efabscha on 17 Jun 17
       
      What types of sources would you require students to put in their menu?
  •  I also encourage you to check out the videos and blog posts at SymbalooEDU
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      These are really helpful
  • grounding them intentionally in an environment of information tools and productive applications
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I like the line 'productive applications' - I think this connects back to training our students to be successful in the PLE
  • An eportfolio
    • trgriffin1
      trgriffin1 on 16 Jun 17
       
      I plan to use Google Sites for the portfolio in my course, but I see Symbaloo as their dashboard/launchpad. We will use Moodle, an online textbook, and myriad online resources.
    • efabscha
      efabscha on 17 Jun 17
       
      When students create an eportfolio is this something that can be shared with parents as well? Does it follow them all through school?
  • support learning anywhere
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      This is a huge benefit considering one of our biggest goals of teaching is to make students lifelong learners. However, what happens when students don't have access to resources outside of school?
    • annabrousard
      annabrousard on 19 Jun 17
       
      This is a really great idea so that the learning does not stop just because the school day does.
    • rmeyer1130
      rmeyer1130 on 28 Jun 17
       
      Of course, it also makes the gap bigger between children who have support and resources at home, and those students who do not.
  • strategies in place to guide and support these learners
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      What are these strategies? As a 4th grade teacher, I have a handful of students who struggle to work independently and trust themselves while taking control of their learning.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I also would like to see some strategies to help with these students.
    • jhenning40
      jhenning40 on 20 Jun 17
       
      I agree some strategies would be helpful. I can anticipate that many students will need some frontloading or strategies in order to be successful with their first PLE.
    • nthurm
      nthurm on 21 Jun 17
       
      Agreed! I would love some ideas as well.
  • Symbaloo
    • eswartzendruber
      eswartzendruber on 17 Jun 17
       
      As an elementary teacher, I think Symbaloo allows for more management. When meeting with students regarding their PL, we can find/add websites to Symbaloo together especially if they can't edit the "webmix" in their own accounts.
  • photo collages
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
  • Symbaloo,
  • tiles
  • It’s easy to use
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • nthurm
      nthurm on 21 Jun 17
       
      Great ideas for book sharing instead of journaling! This helps in reference to my PLP for this course.
  • set usage parameters
  • so that they can collaborate and discover information
    • nthurm
      nthurm on 21 Jun 17
       
      LOVE this idea for collaboration and opportunity to teach each other!
  • she explains, are no longer the primary or even the best source of information available to students
    • nthurm
      nthurm on 21 Jun 17
       
      This is scary and exciting all at once! I can't help but wonder what teachers who have been in the trade for 25+ years must think about this.
  • webmixes
    • nthurm
      nthurm on 21 Jun 17
       
      I hope I get a better idea of what a "webmix" is as I start the tour of Symbaloo; can't find a definition so I'm guessing it is a term used with this database.
  • select group of individuals (via email).
    • nthurm
      nthurm on 21 Jun 17
       
      This would be good for class sharing that you don't necessarily want others to have access to.
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      Great to know!
  • collaborating and sharing with others
    • LaRae Arment
      LaRae Arment on 05 Jul 17
       
      Collaboration is key for students to get the experience of working with others especially if it is a situation that they are not in a regular education classroom environment.
  • heidimeyer on 15 Jun 17
     
    "PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness"
LaRae Arment

"Personalized" vs. "Personal" Learning - 0 views

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

shared by LaRae Arment on 10 Jun 17 - No Cached
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions
    • arieux1
      arieux1 on 10 Jun 17
       
      While I wanted to highlight this entire paragraph, I thought this was the one that stuck out the most. This was a really concise way to describe personalization and I just wanted to note how directly this section of the article addressed the entire issue of what this really is.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! This mantra can guide my new PBL course in the fall; writing it down now....
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      Yes, this does fit with PBL!
  • Technology was strikingly absent from these conversations
    • arieux1
      arieux1 on 10 Jun 17
       
      This was surprising to me. When I think of personalization, I tend to include technology in it. This idea makes total sense, though, because if a student doesn't view tech as necessary or it isn't part of it, it shouldn't be forced.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I always picture personalized learning with technology too, but then I think about what is the point of teachers? Parents could just home school their kids. I'm still kind of confused about the teacher's role in personalized learning.
    • kellijhall
      kellijhall on 11 Jun 17
       
      Honestly, this makes me happy to hear because a lot of educators are quick to jump to technology without evaluating what is truly needed.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I am also surprised by this. Society now demands that students understand how to use technology, and I think as teachers we feel pressured to use the latest and greatest website/tool in our classrooms. I agree with Jared that if it isn't necessary or the student wants to use different tools for his/her work, they should be able to.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was shocking to me. Technology seems to be a huge part in every day learning for students. It's refreshing to know that it's not necessarily the best route to go.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      This surprises me as well; technology is such and integral and inescapable part of our lives, especially those of our students, that I would think this would be high on the list.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I, too, was very surprised about how technology was absent. I guess it does make sense because if a student does not want to use technology then they do not have to. It would be totally up to them.
  • We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning
    • arieux1
      arieux1 on 10 Jun 17
       
      I couldn't agree with this more. I think that a lot of personalization is actually allowing students to learn at their own pace, but in order through a prescribed curriculum. It may be more valuable to allow students to do some learning of what they want how they want.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      How do you envision this working for you in your classroom? How do we get kids to do personal learning?
    • nthurm
      nthurm on 20 Jun 17
       
      I think the key words are "promote and give opportunities for our kids to DO." At all levels, kids are going to have more success from doing instead of just recreating or reenacting someone else's work/ideas. This is something I have worked on improving every year since some of my very first lessons taught.
  • ...53 more annotations...
  • having my students read the literature at home and come into class ready to discuss it
    • arieux1
      arieux1 on 10 Jun 17
       
      Haha! As a former ELA teacher, several of my colleagues and I argued this exact point a few years ago. That's funny.
    • efabscha
      efabscha on 11 Jun 17
       
      This is still the expectation in many of our college classes!
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      And in band, we have always lived with a model of teaching during small lesson groups and then assigning home practice to gain mastery of a skill. I spend valuable teaching minutes teaching home practice strategies and reflecting on those strategies at lessons. I want kids to set goals and practice the lessons on their own at home.
  • they’ll master a set of skills mandated by people who have never met them
  • skills are acquired sequentially
  • context
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I'm concerned that teachers are not teaching enough deep learning in the general education classroom in grade K-4. There is so much focus on getting 120 minutes of reading but it mainly goes toward the daily 5 and not enough connected learning to the world. How do we incorporate deep learning into the daily 5?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      good question! One way might be reading multiple books/articles on the same topic. More cross-curricular including SS and SCI topics
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! That this can be tricky. The Daily 5 is a model and teachers need to figure out how to fill the model with meaningful material that accesses the whole child. I like the idea above about integrating other subjects into the reading block and I actually think that the Daily 5 model is a good way to do that!
  • of what deep learning now requires in a connected world.
  • better test scores. And, if that’s what we value as the most important outcome of schooling,
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I had terrible test scores as a child and I get test anxiety about if I have enough time to finish the test. How can educators think that test scores are the best outcome for students?
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • efabscha
      efabscha on 11 Jun 17
       
      How can we use personalization when so much pressure is put on teachers and students to meet the core standards and to do well on standardized assessments?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      Agreed. And while there are elements of PL that can be used within the current structure of our school system, I am not exactly sure I an visualize just how every student is learning and being assessed.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is exactly what I was referring to in an earlier comment - as teachers we do what we can in the paradigm we are in. I think part of the goal of courses like this is to create within our current confines.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree with all of the above comments. For the sake of conversation, however, I would like to question how constraining our current structure truly is? Although we do use the common core/curriculum to tell us what we need to teach students, the core does not dictate how we teach them. I wonder if we sometimes create more obstacles for ourselves because, at the end of the day, it is perhaps easier to follow along in a manual than to create 25 separate lessons that involve more personalization.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I love the idea of personalization however I feel if my principal walked in and saw all of my students doing different activities she would NOT be happy. She would ask me what learning scales everyone is working on and I am not sure I would know how to respond.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • efabscha
      efabscha on 11 Jun 17
       
      So what does this mean? We will have more teachers? Or we will look to the students to act as teachers at times?
    • kellijhall
      kellijhall on 11 Jun 17
       
      How do we accomplish this within current reality?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I don't think it's as easy as a "no brainer," do you??
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology
    • efabscha
      efabscha on 11 Jun 17
       
      This surprises me as there is such a push for technology in the classroom today!
    • kellijhall
      kellijhall on 11 Jun 17
       
      Not to mention how you are pushed into using it over paper-pencil when your district is 1-1. I worry about what message it is sending to my students when I struggle so much with reading their handwriting!
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      It's a good reminder! Old-fashioned, face-to-face discussions and creative construction of meaning (i.e. brainstorming) still works!
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      But technology can be a powerful tool for learning, creating, collaborating and such. Here is a simple example. Reading this article with other classmates and seeing their thinking pushes my thinking. How about connecting to an expert or author on Skype? That would create a learning opportunity far better than just reading about an author. Just saying, tech can be more powerful than the traditional methods of learning!
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      I agree there is power in learning with technology. However, the kids today have lost the simple art of communication in person. We need to focus on building more relationships out from behind the screens. The Skype idea is something my school implements and is an awesome learning experience we couldn't have otherwise. However, the students need to know how to have the eye contact, confidence and ability to be prepared talk to someone. This is taught and learned away from a screen.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I babysit for many families and have seen the impact technology has on their home lives. Technology is so readily available. Children in today's society relay on technology in many ways and parents relay on it to entertain their children. With this said, I believe we will continue to see technology playing a key role in our schools. I feel that there is a time and place for technology to be used. Some people have commented that their schools are 1:1 with technology. As a kindergarten teacher and educator, I feel that technology has a time and place. However there are important skills that I strive to have my students learn without technology such as social skills and writing skills. It will be interesting to see how technology continues to be utilized in schools.
    • efabscha
      efabscha on 11 Jun 17
       
      But most kids love technology!? I guess it doesn't have to be a requirement, but it should always be a option!
  • ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • efabscha
      efabscha on 11 Jun 17
       
      I like this idea, but the classroom management piece makes me a bit nervous.
    • kellijhall
      kellijhall on 11 Jun 17
       
      This is what is often explained to teachers when personalized learning is brought up.
    • anonymous
      anonymous on 12 Jun 17
       
      If a course is truly personalized, shouldn't the student be creating the pathway and goals while the teacher guides rather than prescribing the activities?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      So this reminds me of ST Math or Reflex Math. Even though the students is self-paced, it would not be considered "PL" in the truest form because the teacher is still assigning the content.
    • anonymous
      anonymous on 14 Jun 17
       
      I agree Kathleen! We individualize the content the student is deficient in by assigning skills but there is no student choice. Just some 'fun' in learning through the online program.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
  • “personal” learning is something they do for themselves.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Personalized vs. Personal Learning
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was profound for me!
  • personalization only comes when students have authentic choice over how to tackle a problem.
    • anonymous
      anonymous on 12 Jun 17
       
      Yes!! When there are authentic choices, student buy-in and motivation increases. I like how the author included the phrase 'tackle a problem.' In the workplace, our students will be expected to sovle authentic problems adn this is a great way to build those critical thinking and resilency skills.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      Yes!! I agree with you 100%. Nothing can prepare our students more than allowing them the opportunity to authentically tackle problems.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      As you both said, I agree with this statement 100%. I think it is awesome to allow students to authentically chose how to handle a problem. In kindergarten, I teach the importance of problem solving. I give my students prompts that allow them to become respectful leaders. I think problem solving is a great life skill that students can benefit from no matter their grade level!
  • the prevailing narrative seems to be that we can’t engage kids without technology,
    • anonymous
      anonymous on 12 Jun 17
       
      I've noticed with my own students, that their excitement and engagement with technology has decreased as they increase the amount of time the are using technology in their gen. ed. classrooms. Since they are using technology to use programs that place them in a prescribed path after taking a placement test, they are loosing interest because they have lost the authentic connection to the content. The technology instruction is redundent and unpersonalized. They are missing the personal interactions with the teacher, discussing ideas with group members, and the choices provided in authentic learning. Students in my classroom are now more engaged through group work or hands on learning than technology.
    • anonymous
      anonymous on 12 Jun 17
       
      Has anyone noticed this in their own classrooms as well? I believe technology should enhance instruction, not replace it in the elementary setting.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      Yes, I could see how this would be the case. We use a program similar to what you're discussing. As a district, we're supposed to be utilizing this online tool, but how effective is the tool if the students are no longer engaged with it?
    • annabrousard
      annabrousard on 19 Jun 17
       
      I definitely see this. I have trouble keeping my student's attention if I do not have the work projected onto the Smart Board.
  • monitor students’ progress
    • anonymous
      anonymous on 12 Jun 17
       
      This frame of thinking challenges me. As a special education teacher, we monitor progress on reading fluency weekly. We need to follow a research-based curriculum and every week my students are tested and we I evalute their graphs. This information is legally required. How can I impliment a true personalized learning experience for my students when I am required to teach a research based intervention? Has personalized learning been applied successfully in a special education setting?
    • kspedersen
      kspedersen on 15 Jun 17
       
      This is a really good question and one that I am wondering about as well. Although I teach in a general education classroom, we too have to follow certain guidelines and use research-based curriculum. I wonder if personalized learning is only feasible for students who are at or above grade level?
  • our thinking about what we want our kids to learn and our changed roles in that process matters
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I love this article and what the author seems to be struggling with is what I struggle with. For the students enrolled in beginning band, I cannot make it a totally free learning environment. I can offer choice and give kids some freedom in choosing which exercises demonstrate learning targets, but what I want kids to learn is not really the student choice. Is it enough to say that band itself is an elective and if kids chose to explore band, then that is part of a personalized learning model?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I am all for student involvement in making some of their own choices as they learn, but maybe I can't look past the needs of my content area to imagine a change in paradigm for all learners
  • but every mechanism we use to measure it is through control and compliance.’
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      We do function within a system...the question is how to negotiate that system to personalize for our students.
    • trgriffin1
      trgriffin1 on 13 Jun 17
       
      I think this is the hardest thing for both the teachers and students - it is easy to talk about PL, but once rubber hits the road it is very complex to make it work within the traditional confines of the school day and grading structures.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      There seems to be a big contradiction, at least in my mind, with matching personalized learning to the need/desire to tie everything to particular standard and grade. Our current system and expectation of a grade seems to limit the true sense of personalized learning.
  • choice
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ah- now I understand that if the choice is created and given by the teacher, it might not be personalization. Our district uses E 20/20 in some extreme cases and it generally does NOT meet any student's learning needs.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I think this is where the disconnect is, many my district will do online learning but it isn't personailzed because it is driven by the program that the district uses and students just fly though he program to get done. In the end I don't think they learned anything from their courses. If it were personalized they would take more ownership in their learning.
  • resource rich
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Partnering with community businesses and community organizations.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      That's a good point. There are often so many other experts within our own schools and communities who could be valuable resources for our learners.
  • agency
  • changing just about everything
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Makes me think of the directive "we can no longer teach what kids can simply Google." So, learning becomes more inquiry-based and connected to real-life purposes.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I recently heard that if a student can google the answer then we are not teaching them the higher order thinking that the industries are seeking now in their future employees. Google tends to give the surface answers and not the think out of the box answers unless they take the time to really dive into resources (which most won't take that time).
  • drive their own education
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      For me it keeps coming back to this: who drives the learning - the teacher or the student?
    • nthurm
      nthurm on 20 Jun 17
       
      Do they know how to identify what specifically does drive their own education? We do a lot of modeling before asking the students to do different work. I think this is going to take some brainstorming as to HOW to help kids see what helps them learn.
  • You’re “free to expand as a standardized individual.”[
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ha! We have the "individual vs. society" discussion in my class each year and many students notice the irony of trying to be an individual by doing something that conforms to someone else's norms (i.e. dying your hair blue...like millions of other teens trying to be individuals is a classic 9th grader example).
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is a great point! It is hard to fit in and stand out:) It is hard to excel in school if you risk doing something different.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I love reading your comments, Julie! That might be a challenge with personalized learning as well. Students struggle to be their own learner and achieve their personal goals - yet at this age, so many kids are drawn to the social dynamics of groups and trying to stay close in their developing friendships. As a fourth grade teacher I see students experimenting with the individual vs. group struggle on a regular basis. This will certainly be a challenge to stay on top of!
  • caring teacher who knows each child we
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! The most important "method" of teaching.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think the core of PL is this - knowing the who/what/why/how for each student, this is true even within current school structures.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! We need to care about our students as people, not just as learners and I think that this will create great success for not only the teacher but for our students as well.
    • nthurm
      nthurm on 20 Jun 17
       
      While I agree, it takes MORE than caring! If caring is all it took, I'd be golden, but figuring out how to implement it for 50-100 kids is where I struggle. I hope to learn this by the end of the course.
  • not created by them
  • construction of meaning
  • learning with and from one another.
  • collaboration and takes place in a community.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      I am grateful to read this...my students report each year that some of their biggest "ah-ha" moments come from their peers. I know I learn so much each year from my students; there's no way I can be the "sage on the stage" when we're all in this learning thing together!
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
  • moving ownership of learning away from the teacher and more toward the student.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it,
  • we cherish our commitment to individualism yet experience a “relentless pressure to conform.” Each of us can do what he likes as long as he ends up fundamentally similar to everyone else:
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • nthurm
      nthurm on 20 Jun 17
       
      I'm sure this is an aim for most teachers. How to do it for EVERY student is what I hope to learn!
  • preoccupation with data data data data data.   Elsewhere, I’ve written about the folly of believing that everything can and should be reduced to numbers.[
  • For many educators that’s not the true meaning of “personalized learning.”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
  • “personalized learning”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
  • It’s had an enormous effect on media, business, politics and journalism, and its effect on education
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      To his point, I think this statement is taken out of context to conflate tech and learning. Districts spend a lot of money on tech but not enough is done to change how teaching happens or tech pedagogy.
  • new dispositions to take advantage of it for learning.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      That's when teachers who believe in this change of learning need to use student work and proof of student motivation in order to get other teachers on board!
    • nthurm
      nthurm on 20 Jun 17
       
      I would say, as educators, we fall into this trap when using technology. We need to look at what purpose the technology we are using is providing. Would it be more effective or simpler to understand without the newest technology? I'm not against technology, but sometimes we get so excited about what we found out on the internet that we don't keep an objective eye when choosing to implement it into our classrooms.
  • not be trained to wait for opportunities that someone else has selected for delivery
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
  • surely lost our way
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I completely agree - I HATE hearing the word 'cool' when a learning about a new resource or tool. Things being cool doesn't lead to learning or engagement.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this is the current status of innovative teaching and learning for a lot of teachers. Flipped = Engagement = Innovative = Personalized etc. Really though, I think the good intentions are there, but the time, energy and resources aren't to move beyond intentions for a critical mass.
  • goals and practices
  • resemble standardized tests. When we hear a phrase such as “
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This makes PL a tough sell - it isn't worth the time if it doesn't help the existing goals, but it isn't really PL if the goals are already defined.
  • reductive rubrics
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      That's what I strive to do but the linear curriculum can really hold the teacher and student back.
  • t is clear that all children don’t learn the same way
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      How do we as teachers make sure that all students needs are met and that they are all able to gain the same amount of knowledge? I feel that there are so many different types of learners and sometimes as a teacher am overwhelmed by the different kinds of learns in my classroom. I struggle with how to meet each students needs to make sure I am doing my best as an educator.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      I think an important piece is to help students (and parents) understand the type of learner they are. Students who know what works best for them (auditory, visual, reading silently and hearing it read out loud, etc.) can begin to take steps towards helping their learning and success.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I wonder if schools will ever start grouping students by learning type. For example, if there are 3 sections of second grade, one teacher might teach to the auditory learners, one the visual learners, and one the hands-on type.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I like the idea of grouping students by their learning styles. It would really hit that personalized learning. However, what would happen if there was an unbalanced separation in learning styles. Do you think that schools would accommodate or would it be too expensive? I see this working really well in both special educ classrooms and regular educ rooms.
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I love this part of this text. As a kindergarten teacher, I believe it is important for students to have that exploration and discovery time in the classroom. They need to learn at a young age to be their own teachers. It has amazed me during our center time this past year what five and six year olds are able to discover and share with me!
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      Yes! I think this can work at any level for learners. Why would we want to limit a learner to stop at a certain point and not stretch themselves in a direction that will better them as a students. I believe this is where students discover their interests and strong points with a little bit of freedom.
  • engagement”
  • industrialized form of education that pumps out cookie-cutter students
    • nthurm
      nthurm on 20 Jun 17
       
      These words used here could easily offend someone who has been in education, those who have created good lessons with ways to reach various children: "industrialized," "pumps out," and "cookie-cutter students." Not a great idea at the beginning of an article if you wish for veteran teachers to read and learn from ideas presented about personalized learning - might seem like another buzz term because there have been a lot of them throughout the years!
  • tware
    • nthurm
      nthurm on 20 Jun 17
       
      This is a problem in itself when there is no funding to do this!
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • nthurm
      nthurm on 20 Jun 17
       
      This is what I fear for the future of education! Going one-to-one and seeing the push for technology in lesson planning worries me that education is not going to need the person in the future!
julievanmanen

Articles: Preparation - 5 views

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

shared by julievanmanen on 09 Nov 14 - No Cached
  • What is the purpose of the event?
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I think this is great advise.  Every presentation needs to be designed to meet the needs of the audience.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I am a broken record about this at school.  Intention, intention intention!
  • A data dump
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      Data dump has been a problem for many presentations that I attend and many presentations that I have facilitated myself.  I am going to be much more aware of this.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Don't you just love the term "Data Dump"? It's a good mental image to go along with the quality of the product :)
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I love this advise.  I am going to apply this in my next presentation.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I am going to do this activity and the elevator test in the next presentation I work on.  This is great advice.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Even more than that, I like leading with it. It is kind of like "objectives", without the stuffy language. Telling your audience "Here is what I'm hoping to do with this presentation" near the beginning (maybe right away or maybe after an intro activity) is a good way for setting the stage and focusing the audience.
  • ...46 more annotations...
  • This exercise forces you to “sell” your message in 30-45 seconds.
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      This is very similar to what the book, "Talk like Ted" stated.  This is also something that I need to focus on.
  • often personal ones.
  • Good presentations include stories.
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      Some of the best presenter I have heard, have this key concept mastered.  Good presenters and also good story tellers.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Yes, they have the ability to tell a story, capture our interest, and make us feel entertained.
  • Organization & Preparation Tips
    • tamela hatcher
      tamela hatcher on 09 Nov 14
       
      I put all 5 of my sticky notes within this article as I could not get them to work in the Planning or other articles.  I am not sure what I was doing wrong but when I would try to add a sticky note, it would kick me out of the article.  Does anyone have suggestions as to why I could not get that to work but COULD get diigo to work within this article?
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      This sentence reminds me of "The Elevator Test."  What is the central point?  Could you explain it in the time is takes for an elevator ride versus a 50 minute presentation?  That's the core idea the audience needs to take away.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      I can see how a presenter might unintentionally do this.  The desire is for the audience to have a full understanding, but data overload might be the unintended outcome.
    • kimkaz
      kimkaz on 13 Nov 14
       
      too much telling means too much tedium.  It's important that the audience have  the opportunity to reflect and apply what they are learning.
  • That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • stephhallberg
      stephhallberg on 10 Nov 14
       
      I like the brainstorming idea using post it notes.  I read where writing down lots of ideas, even the crazy ones, may lead to one great idea.
  • True, you may never have to, but practicing what you might do in such a case forces you to get your message down and make your overall content tighter and clearer.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      This is the essence of the presentation.  Great practice to be able to say what it boils down to in just a few minutes.
    • debraschindler
      debraschindler on 17 Nov 14
       
      I struggle with this a little bit. Once I've boiled it down then I just want to present the boiled down version as time is such a precious resource.
  • If you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • sraymond21
      sraymond21 on 12 Nov 14
       
      I'm curious to see if this helps with retention of info. in my classroom.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      If I might get on a soapbox here, I would suggest a strong YES. The power of analogies and personal anecdotes is mighty. It helps with sermons, sales pitches, online lessons, and in-the-classroom lessons.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      I think people do remember the message if it is tied to a story they found interesting or entertaining.
  • The key, then, is to aim to unite an idea with an emotion, which is best done through story. “In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      So connect the idea to an emotion to gain the attention of the viewer.
  • In your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • debraschindler
      debraschindler on 17 Nov 14
       
      This may be an easy way for me to look for a 'hook' into bettering my presentations. Analyze what my major points need to be and then look for a contrast to present around.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      I like this idea.  The article talks about the human brain being hardwired to notice differences. Appeals visually and intellectually to the viewer.
  • The stories and the connections they made with the audience caused these relatively small points to be remembered because emotions such as surprise, sympathy, and empathy were all triggered.
  • If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Your presentation's story needs to be real - not forced or memorized - to be convincing.
  • These pitches are so lousy that I’m losing my hearing, there’s a constant ringing in my ear, and every once in while the world starts spinning.
    • stephhallberg
      stephhallberg on 11 Nov 14
       
      Nothing profound in my comment - I just like Kawasaki's sense of humor!  :)  
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      "Profound" is overrated... I enjoy comments like this as well as his humor as well :)
  • Find out everything you can about the location and logistics of the venue.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is really important. I presented recently at an international conference.  I arrived to find that the meeting room did not have sound and there was not an air mouse/laser available. Language was also a barrier.  I decided that morning to use power point of pictures scrolling as a background and ditch the presentation I had worked so hard on.  The pictures told the story and people tweeted their questions and someone translated for me and I answered.  It was not best practice and yet it worked.  I really had to water down the content to the very basics which did challenge me and energize me.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      Eh... best practice, best schmatice. What is truly "best practice" anyways? This is a great example where different strategies work in different situations. Your flexibility to do this on the fly, is really amazing. It's extremely tough to scrap something you have prepared when that moment arises.
  • presenter crams too much information into the talk
  • A data dump
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I have been guilty of this for so many years!  This is what I want to work on...simple, simple, simple. I also want to consider the document concept vs the power point usage.
  • Could you sell your idea in the elevator ride
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is similar to what I read in "Ted Talk". It really makes sense.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I use this a lot when we need staff to present our mission, new initiative or accomplishment at Wilson.
  • sharing a story
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is why I believe Ted Talks work so effectively.  They are short and power point is not the focus but a tool to deliver the message.
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      And... that really should be the purpose of all Power Points. It seems TED Talks could be better described as Power Points done well.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Ted Talks are great.  I could watch them over and over!
  • nervous
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      Sometimes nerves can add to the energy level of the presenter.  I can see a passion and excitement and know if the person speaks from the heart, I will get the message.  A little nervousness is a good thing in my mind.  It is a big responsibility to be given a large number of people and 30 to 90 minutes of their time.
  • sit down and really think about the day of your presentation. What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect?
    • sraymond21
      sraymond21 on 12 Nov 14
       
      I need to start asking myself this question more often...sometimes I get caught up in the overload of info. that I feel like I need to share that I never even ask this important question!
    • Evan Abbey
      Evan Abbey on 13 Nov 14
       
      This is true for all educational situations, not just presentations. This is also easier said than done. It seems like every Curriculum guru chimes in with this item, and yet has somewhat lousy presentations. One of the hardest parts for me is that I truly don't know what the audience expects. Or, what the audience needs. And often it is different than why I was asked to speak.
  • I usually use a legal pad and pen (or a whiteboard if there is enough space) to create a rough kind of storyboard.
  • f you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
  • Story is an important way to engage the audience and appeal to people’s need for logic and structure in addition to emotion.
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • sraymond21
      sraymond21 on 12 Nov 14
       
      This sounds a lot like PBL for students.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Love the math connection!  It's great when we can find relevance in various material!
    • kimkaz
      kimkaz on 13 Nov 14
       
      This reminds me of the saying they don't care what you know until they know that you care.  Caring for me in this context means knowing the audience and respecting their needs.  The Iowa teaching standards would also reflect here.  Great teaching (standard 4) must be backed up with knowledge (standard 2)
  • We are wired to forget what our brains perceive as unimportant to our survival.
    • kimkaz
      kimkaz on 14 Nov 14
       
      I love brain research!!!  It makes the instructional rationale so practical!!!!!
    • kimkaz
      kimkaz on 14 Nov 14
       
      I love brain research!!!  It makes the instructional rationale so practical!!!!!
  • To do that she must engage their emotions,” McKee says, “and the key to their hearts is story.”
    • kimkaz
      kimkaz on 14 Nov 14
       
      Stories provide a scaffold for the brain to file and retrieve informaiton.
  • The biggest element a story has, then, is conflict. Conflict is dramatic.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Man vs Man Man vs Self Man vs Society Man vs Nature Conflict is what makes the world go round and learning occur.  Cause and Effect!!!!
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • kimkaz
      kimkaz on 14 Nov 14
       
      Clarity in planning with this graphic organizer will provide clarity for the audience.  It drives me crazy when a slide has a ton of text!
    • debraschindler
      debraschindler on 17 Nov 14
       
      This is a great rule of thumb
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      This also supports the philosophy of keeping it simple!
  • participatory storytelling that combines the use of hand-drawn visuals with the engaging narration of a live presenter.
    • kimkaz
      kimkaz on 14 Nov 14
       
      COOL RSA animate concepts have been around  for a very long time!!!
  • crystallize the essence
    • kimkaz
      kimkaz on 14 Nov 14
       
      This is a great phrase!  I love the visual it give me when thinking about acquisition of learning.
  • whiteboard
    • debraschindler
      debraschindler on 17 Nov 14
       
      I like the whiteboard but I prefer paper. Whiteboard is too easy to erase and sometimes what I thought was a bad idea later on turns into a great one. If its on paper then it's easier to see what I dismissed earlier.
  • Dakara nani? (so what?)
    • debraschindler
      debraschindler on 17 Nov 14
       
      I like this because it also prepares you for the disgruntled or negative nancy audience member that is trying to pick holes in your presentation.
  • Humans are predisposed to remembering experiences in the narrative form; we learn best with a narrative structure.
  • What makes life interesting is “the dark side” and the struggle to overcome the negatives—struggling against negative powers is what forces us to live more deeply,
    • debraschindler
      debraschindler on 17 Nov 14
       
      Is this why America is obsessed with reality tv? There's always conflict & a dark side filled with emotion.
  • normal human being cannot comprehend more than ten concepts in a meeting
  • And, if you have then actually rehearsed with an actual computer and projector (assuming you are using slideware) several times, your nervousness will all but melt away. We fear what we do not know
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      "Practice makes perfect."
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      Many times I try to share too much information. It does take planning and take some thought which also takes time to keep it simple.
  • The best presenters illustrate their points with the use of stories
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      Stories catch the audience's attention. Many times people can place themselves in the stories or can relate to a similar story.
  • A good storyteller describes what it’s like to deal with these opposing forces such as the difficulty of working with scarce resources, making difficult decisions,
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      I think it is important to share challenges and how you deal with them.
  • (1) He knew his material inside and out, and he knew what he wanted to say. (2) He stood front and center and spoke in a real, down-to-earth language that was conversational yet passionate. (3) He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
    • julievanmanen
      julievanmanen on 17 Nov 14
       
      I think this sums up an effective presentation. Know the material, use eye contact, keep going, and use stories to illustrate points and engage the audience.
LaRae Arment

Implementation in a Secondary Classroom (Articles) - 1 views

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

shared by LaRae Arment on 19 Jun 17 - No Cached
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
    • arieux1
      arieux1 on 19 Jun 17
       
      Reality statement here. This is probably the biggest hurdle for teachers. It's a lot easier to lecture and control than it is for the students to lead the way and the teacher to augment that. I think it's worth it because the kids are more engaged and enthusiastic and the learning is much more long-term.
  • Not every program lends itself to choice, of course, but even then there are opportunities.
    • arieux1
      arieux1 on 19 Jun 17
       
      That's a good point, too. It doesn't have to be completely open-ended with total release to students. I think this idea (in the paragraph) is an especially good way to start working toward personalization.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is also a tough thing for teachers - knowing where to tip the balance between choice and prescriptive learning. Also, I fear this is a bit of a trial and error process. I am not afraid to fall flat but I am afraid to give students a bad experience.
  • adapt to whatever tools are available
    • arieux1
      arieux1 on 19 Jun 17
       
      I like this point because this is a road block for people. Technology is available to some extent in each school, so use what you got instead of worrying about what you don't have. Technology is a tool, not a replacement.
  • ...38 more annotations...
  • Let students make choices.
    • arieux1
      arieux1 on 19 Jun 17
       
      I like this section in total. It has some solid examples. I also liked the first line here about starting off by trying to control but realizing it made more sense to frontload and release.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • arieux1
      arieux1 on 19 Jun 17
       
      This is a good point but one that I feel is difficult to find all the time. With so much content to cover, I think this is a pick and choose battle for teachers. That's probably ok in the end - there's a lesson to learn doing things that aren't fun or engaging but important. I think preaching patience when starting personalization - it will take some time for the whole thing to come together.
    • LaRae Arment
      LaRae Arment on 06 Jul 17
       
      YES! Real world application is vital for students to buy in. However, if a teacher doesn't prove that application then students loose interest. I often ask my students how or why do you need to know this. Let them own the application.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible
    • arieux1
      arieux1 on 19 Jun 17
       
      In my master's program, we called that "the illusion of choice." Here are (three carefully selected) options for completing this task, pick whichever you want. Students that have the ability to make their own decisions will usually provide that if you allow them to propose (and actually consider) something new.
  • Almost all teachers find it emotionally fulfilling and personally energizing when students begin to succeed, especially where they have previously failed.
    • arieux1
      arieux1 on 20 Jun 17
       
      That's good. A selling point. I'm guessing this is too vague to convince the real naysayers - I'd prefer a reference or a more specific stat than this. This is what makes this style worth it - kids getting into it is more fun than just talking at this for a while.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think because it is such a major shift there need to be some concrete examples of how it could look.
  • Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
    • arieux1
      arieux1 on 20 Jun 17
       
      This is just an all encompassing paragraph here. I think this should describe teaching regardless of your approach. That's all.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I agree. This is good teaching.
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      Ditto!
  • 21st century learning coach
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      One thing that matters, regardless of other circumstances, is where resources are committed. The fact that this position exists reflects the emphasis that this school places on these types of skills.
  • Students are more motivated to do projects than they would have been before
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think it is easy to confuse intrinsic motivation, choice, engagement, and learning. I think these things all go together but isn't as simple as one begets the others. A teacher has to work to build all of these things as well as scaffold student skills to take advantage of those choices.
  • And maybe there’s a failure
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This requires a great trust both in the teacher and in the process.
  • less work and effort
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is part of the problem - I don't want my students going for 'easy'. I realize it isn't actually an easier pathway, however that perception isn't really a growth mindset.
    • LaRae Arment
      LaRae Arment on 06 Jul 17
       
      I also fear this as a mindset that my students may have. I also think about this for SBG, if I reach this level then I'm fine with my grade/level of learning (student perspective)
  • giving them ownership and responsibility for their own learning.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is the ideal, the gold standard of choice in education.
  • Here are five lessons I have learned that have helped me take my classroom from a traditional sage-on-the-stage affair to a tech-assisted personalized learning haven.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      While I know teachers have varying comfort levels with tech, teaching is doing what is best for students. I believe teachers need to learn about new tools and resources to make this transition.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is a great way to scaffold the learning to become independent learners. I believe this is the path to develop the skills for PL
    • jhenning40
      jhenning40 on 06 Jul 17
       
      I think this type of scaffolding would be very necessary at first, but would phase itself out as students became more used to the process.
  • I realized there was more to creating blended lessons than simply adding technology.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This could be the motto for every tech PD session I lead
    • jhenning40
      jhenning40 on 06 Jul 17
       
      So true! Technology isn't always the solution. It's a great resource and supplements learning in so many ways, but it's not always the end-all-and-be-all of quality instruction.
    • LaRae Arment
      LaRae Arment on 06 Jul 17
       
      I also was drawn to this comment. Technology is something that our students rely on and it isn't always necessary in the classroom to become successful.
  • This transformation is still in its early stages, but it is definitely evolving toward that goal.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I like the use of the word 'evolving'. I think it is essential to understand this process as an evolution. The change won't all take place up front, instead it will be incremental.
  • hat choice is not necessarily a cure-all for lack luster motivation
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This is exactly what I meant in a post on the first article. Choice isn't the same as engagement or motivation.
  • have control tend to be more motivated
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I wonder what the best way is to show students they have control - should they be told they have it or is there a way to show them? Is it the same if they are told about it?
  • too difficult or too easy
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I love this phrasing. I don't want my students to take the easy path - I want them to pick the right path.
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think this is a great starting point - Students could choose to stay in their comfort zone with the teacher provided prompts or step out and create their own
  • hem a sense of control and may allow them to regulate the difficulty of the task.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      Deadlines are still something I am looking at. I think they have a place to give some structure but I think they need to be flexible.
  • Low motivation does not need to be a recurring problem in the classroom
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I genuinely wonder what teachers said 50 years ago and 30 years ago and so on. Is it real that students are less motivated today than any time previous?
  • well-designed choices
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think well-designed choices is the key phrase of this whole article. It needs to be more than a list of essay questions or project topics.
  • Changing an American Institution(NASSP, 1996)
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      I think it is important to acknowledge the date of this study. This has been a long process of acknowledging the need for changes and making inroads
  • This is not a method, but an art and a talent.
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      The art of teaching vs. the science of teaching
  • that practice collaborative leadership within design teams, best practices teams, small learning communities,
    • trgriffin1
      trgriffin1 on 29 Jun 17
       
      This is a major shift for most schools, including my own. I think the shift starts with the early adopters and they (we) have to build within our systems until we get to a critical mass.
  • personalized teaching is not an isolated, or isolating, phenomenon
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      I'm glad to read this; as I head in to a PBL classroom this fall, I wouldn't want to think of learning (personalization) as 115 individual students doing their own thing. This scenario confirms for me what I've know from years of teaching: we all learn more when we learn together.
  • assess their effects, to adjust the approach, and time to assess again”
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      A good personal reminder: sometimes I'm moving so fast I forget to assess not only student data, but instructional practices, and a broader sense of engagement and accomplishment. I'm lucky I will have several "critical friends" as NTN calls them to do this assessment with me.
  • student-centered learning environment in which teachers become facilitators, mentors, and coaches, and students become active learners, engaged in cooperative learning, peer tutoring, role-playing, labs, and debates. Movement, imagery, hands-on activity and social interaction become basic instructional strategies.
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      I look forward to this model: sound energy-GIVING rather than energy-draining. Also, I'm inspired everyday by my students; I think a PL environment will enhance the levels of inspiration as our students live up to their own potentials and motivations, creating genuine self-worth.
  • 4WH framework
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      This is a helpful framework. Another concept this article brings up is "empowerment." Many 9th graders are wanting to assert their independence or more power - structured choices over their academic life seems like a safe and effective way to give them that power (maybe reducing their desire to try more risky behaviors to assert their independence or control???)
  • It is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning.
    • julie_carroll
      julie_carroll on 29 Jun 17
       
      Yay! "Face to face" is first - I never want to forget that part of learning (learning from and with one other in person).
  • choice can also, surprisingly, come into play in relation to discipline
    • nthurm
      nthurm on 02 Jul 17
       
      I like this idea, and would like to explore it further!
  • rubric,
    • nthurm
      nthurm on 02 Jul 17
       
      Rubrics and checklists are an important part of personalized learning! They are mentioned time and time again.
    • LaRae Arment
      LaRae Arment on 06 Jul 17
       
      I agree with you on this. It also ensures that students know what is expected and I feel that the quality of work will be higher.
  • You really have to be on top of things to allow the students choice
    • nthurm
      nthurm on 02 Jul 17
       
      I can see this because without a clear plan, the classroom would be mass chaos! This idea would make a lot of teachers uncomfortable, but I like the idea of letting the kids being as involved as possible in the lesson- they retain more that way.
  • my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology.
    • nthurm
      nthurm on 02 Jul 17
       
      Goal! I like this statement very much.
  • students who appear unmotivated and apathetic
    • nthurm
      nthurm on 02 Jul 17
       
      And this is where problem behavior begins.
  • make their own decisions
    • nthurm
      nthurm on 02 Jul 17
       
      I think with making choices comes the responsibility of teaching the students what making good choices sounds like and looks like too. Expectations must be presented and enforced for this to work.
  • project portfolio
    • nthurm
      nthurm on 02 Jul 17
       
      This is something I'd like to do more exploring with. I like the idea of showcasing your learning instead of a transcript of grades.
  • typical story unit
    • jhenning40
      jhenning40 on 06 Jul 17
       
      I'm curious about the story selection. Does the teacher determine the stories for the whole class to read? Is there a "menu" of stories for students to choose? Are stories grouped or selected for students based on reading level? This is a dilemma for my own classroom.
  • You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.
    • LaRae Arment
      LaRae Arment on 06 Jul 17
       
      I think that having administration support is key for making PL work. Some admins and teachers don't understand the concept and may see a classroom as unstructured when in reality it is structured just in a different way.
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.
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