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Erica Larson

Science Distance Learning & Education - NSTA Position Statements - 0 views

  • E-Learning can and should significantly enhance science teaching and learning.
    • Erica Larson
       
      I was not aware that NSTA had taken this position. This could be useful as we design online courses.
  • ut considers the following experiences to be within the scope of e-Learning: traditional classroom instruction that incorporates the planned and effective use of collaborative and/or interactive digital tools and resources, blended learning experiences that incorporate various combinations of technology-mediated and traditional classroom instruction, and distance delivered courses or programs.
  • the following elements key to effective, high-quality e-Learning experiences for teachers and students
    • Erica Larson
       
      I would like to hear your thoughts on these critical elements.. I am intriqued by bullet #3.
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  • When designed properly, online courses and programs for teacher education and professional
  • development have the ability to provide high-quality opportunities for science educators to learn content and pedagogy.
  •  
    I am sharing a position paper from the National Science Teachers Association about the role of e-learning in science. Feel free to post comments. Erica
Jamie Van Horn

ollie_4: Educational Leadership: The Quest for Quality--article - 5 views

  • multiple measures
    • Mary Trent
       
      I think quality, multiple measures are important. Too often we give students one shot to get it beacuse we are so focused on covering the content or getting through the book that we miss the most important part....are the students learning the material?
    • Mary Overholtzer
       
      As an educator, I have found that I am expected to give multiple measures from directives "on high" only to find myself not able to look at the data,analyze it, and make decisions about it. Yes, we are all at different periods of our lives, yet we all have been given only so much time.
  • responsibility for their own learning
    • Mary Trent
       
      Absolutely! Students should feel as though they are in control of their grades. They should be giving a clear picture of what is expected of them and offered options to get back on track if they fall to the way side.
    • Lorilee Hamel
       
      I so agree. Giving students power and knowledge about their own learning is extremely engaging and motivating for the student.
    • Brooke Maine
       
      I also agree- my best students have always been the ones who take responsibility for their learning and not just because they want to earn an A, but because they actually care about their learning.
    • Dan Jones
       
      I will concur as well, when they have a clear picture of what is expected of them, they learn more and when the don't hit the target, they are still motivated to learn. Testing should promote learning
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • anonymous
       
      It is so important to use many different measures to meet the needs of students, teachers and districts because of the large group at hand.  There needs to be a balanced use of these measures.  There are many things to consider with these assessments that the key is to find out what is important to know and how to go about presenting these assessments.
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  • they can provide information about student progress not typically available from student information systems or standardized test results. The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • anonymous
       
      Standardized test only give a certain amount of information for teachers to see.  Often times, it's a guessing game for kids.  In the classroom, students can be creative and add their style to the assessment with different opportunities to present the information.  
    • Dan Jones
       
      I like seeing teachers use a combination of testing approaches. I think kids get burned out filling in ovals, students like to be creative and can show that better through other means beside multiple choice or darkening ovals.
  • demonstrate
  • Stephen Chappuis, Jan Chappuis and Rick Stiggins
    • Lorilee Hamel
       
      This is crazy--I have spent the entire day reading about assessment and this entire year have been working with Carol Commodore a colleague of Stiggins on this exact material. In fact, I am preparing it for professional development with my groups. Crazy!
  • Knowledge targets
    • Lorilee Hamel
       
      These are vital to know since when you (see below) are ready to assess these, it is important to link the correct type of  target with the type of assessment/s that is/are best for assessing the target.
  • Reasoning targets
  • Performance skill targets
  • Product targets
    • Lorilee Hamel
       
      I was unable to see the figures on this page regardless of the browser that I used. FYI.
    • Jason Martin-Hiner
       
      Same here....
    • Jodi Leimkuehler
       
      Same here...I tried both Firefox and Chrome.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Dan Jones
       
      I think teachers create an assessment tool and think if they have a variety of response types, they have a good test. I think there needs to be an added emphasis on making sure the respones format matches the learning that has taken place.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Lorilee Hamel
       
      This information aligns the assessment with the type of target that  is being assessed.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • Lorilee Hamel
       
      I became very adept over the years as a writing teacher (and eventually began applying it to my teaching in general--reading and social studies) at descriptive feedback. I am an advocate and proponent because I have seen that feedback instead of scores/marks promotes learning. 
    • Jason Martin-Hiner
       
      This certainly aligns well with the information from last week and writing rubrics with "fix" correctives in order to promote student improvement. A great way to focus on the formative piece.
    • Holly Palmersheim
       
      I would like to see something added here about timely. Specific descriptive is great but if the student doesn't receive the feedback in a timely fashion it becomes more difficult for them.
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • Lorilee Hamel
       
      Our district is really moving in the direction of standards-based assessment and reporting. This really does present to all stakeholders the specific and most important data---how well is each student meeting the standards of the Iowa Core?
    • Jason Martin-Hiner
       
      I know one question that comes up frequently with groups when we discuss SBAR - how many times must students demonstrate they can meet a standard before they are "checked off"?
    • Mary Overholtzer
       
      This creates a concern for me because so many students have it today and it's gone tomorrow. The forgetful hormones set in- in middle school.
  • In such an intentionally designed and comprehensive system, a wealth of data emerges. Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • Lorilee Hamel
       
      This really should be taught in pre-service courses--but is not. And now that the information exists--I wonder why it isn't taught. Why aren't new/pre-service teachers entering the workforce with this information in their tool box?
  • Sound Assessment Design
    • Jason Martin-Hiner
       
      This entire realm is both challenging and time-consuming. In order to have a high level of confidence, assessments usually need to be used many times and checked for validity and reliability…especially if they are being used as a summative assessment.This entire realm is both challenging and time-consuming.
  • Assess learning targets requiring the "doing" of science with a multiple-choice test.
    • Jason Martin-Hiner
       
      As obvious as this statement is, and even though "doing science" has been an expectation in the Iowa Core (and now the NGSS), there is a general lack of 'performance assessments' in science - especially at the elementary level.
    • anonymous
       
      I'm not typically in the classroom, so I'm asking... why is that? Is it because performance assessments aren't readily available, not easy to score, not easy to administer, messy to set up, time consuming? If these are true, I see lots of barriers in the way of performance testing. Even though they may be more authentic and reliable.
    • Mary Overholtzer
       
      I have found many districts concentrate on reading and math at the elementary level...as a result, science is on the back "burner".
    • Andrea Compton
       
      Mary, I absolutely agree! The publishers of the elementary reading series' are caught up in trying to include the required amount of non-fiction reading material for the students and so they have focused on material that is also grade level appropriate to what should be studied in the science and social studies curriculum at each grade level. Teachers are beginning to use the reading series' material as a substitute for real science and social studies lessons as a way to "save time" in their day and still cover all the required material. This does not bode well for the science and social studies learning of our younger students.
  • Figure 1 shows a 3rd grade math test plan
    • anonymous
       
      Figure 1& 2: can be seen in this version of this article: ( http://goo.gl/9S26Q )
    • Jodi Leimkuehler
       
      Thanks Clair!
    • Sally Rigeman
       
      Strange that only "Number Sense" has 4 items worth 10 points! Could one question be weighted or did they really assign each correct answer 2.5 points?
  • Effective Communication of Results
  • results communicated in tim
  • Will the users of the results understand them and see the connection to learning
    • Andrea Compton
       
      This is my contention with MAP testing. As an AEA consultant, I think it's wonderful for tracking student progress, and making instructional decisions for students, but I have found in more than one school I work with that the teachers receive this data from the testing and then have no idea what it means or what to do with it. It is so sad! They have received training on how to use the results, but by the time the test takes place and they receive the data, they have forgotten how to access it and what to do with it, so in essence the test was a waste of time because it's not going to bring about instructional change for the students in the classroom
  • results provide clear direction for what to do next?
  • Students learn best when they monitor
    • anonymous
       
      I once read a study where students with behavior disabilities saw an improvement in their behavior when they began to track and chart their actions in a spreadsheet. When they could see the change in a chart it became a positive goal to make improvements and watch the trendline go up. Monitoring and taking responsibility.
  • Ongoing classroom assessments
  • Periodic interim/benchmark assessments
  • Annual state and local district standardized tests
  • betting
    • Holly Palmersheim
       
      It is difficult to think we are betting on these practices.
    • Mary Overholtzer
       
      Great point. I have always said, when we are assessing, we are not instructing. I have found as an educator, it's during the test that students will ask the most questions. I consider it low stakes testing when I can tutor them one on one and as a result, some of the best learning takes place.
  • summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Mary Overholtzer
       
      I have found it interesting that we give semester tests, yet very few supervisors, parents, administrators, or students want to know the overall level of student performance....they just want to know the "grade". As a result, I see a need for doing summative testing a bit differently.
    • Jodi Leimkuehler
       
      How would you do summative testing differently? This makes me think about the cumulative projects I have my students complete. Very rarely do students come in to find out how they did. I think I need to move the end date of those projects up a couple of days so I can sit down with the student and go over the project before the last day of class.
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Mary Overholtzer
       
      As an educator, I have found that having students self-assess is a lesson in itself. So many students think they are excellent, even after seeing many of their peers doing the same task with varying degrees.
    • Pam Rust
       
      I agree that we must teach our students how to self-assess. In some classrooms we have never asked them to do this, so we can't expect them to fully grasp the concept unless we provide ongoing support while they learn to self-assess.
    • Mike Todd
       
      I give a lot of written assessments in science, but have failed to make goal setting explicit. I think this could be really effective at getting students to view the feedback differently, especially if the student had to talk with the teacher about the goal.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
  • annual accountability purposes
    • Pam Rust
       
      How do we get our students to care when taking these tests (i.e. Iowa Assessments) so we can truly monitor their knowledge?
  • sacrificed to testing
    • Jodi Leimkuehler
       
      Is it possible to over-assess? If new assessments are being added, will students get burned out from being tested?
    • Brooke Maine
       
      Yes! I definitely think students get burned out from testing. My district did away with a few non-required standardized tests and the students did better on what they were required to complete, because they felt it was more necessary and appreciated that they weren't being forced to do all of it.
  • students
    • Jodi Leimkuehler
       
      I think this is key - writing the learning targets in student/parent friendly language. I have started to transition mine into "I can" statements.
  • the use of multiple measures does not, by itself, translate into high-quality evidence. Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • Brooke Maine
       
      I wish more people understood this! It seems like non-educators (and maybe some people in the education field) just think adding more measurements and assessments means that it is high quality evidence because they equate more evidence as high-quality evidence.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions?
    • Brooke Maine
       
      Unfortunately, I feel like this is not something I was ever taught in college and it took me several years of teaching to really think about this and understand it. I definitely feel like I (and my students) missed out on some things in class that could have been better because my knowledge was lacking in this area.
  • selected-response formats
    • Mike Todd
       
      I would have liked to see more specific discussion about the creation of selected-response format questions. I know "concept inventory" type questions that were developed using student misconceptions from previous written assessments are extremely valuable at assessing student learning, especially when compared with traditional questions from a textbook publisher.
  • etter instructional decision
    • Andrea Compton
       
      I wish this were the case. So often I work with schools that are giving multiple forms of assessments in an attempt to insure that students are learning the core material and will do well on the Iowa Assessment only to find that the teachers have no idea how to interpret the scores and data they receive from the tests. This leads to no instructional decisions being made for the student after taking the tests and the testing being nothing but a waste of time.
  • it is not capable of informing the student about the next steps in learning.
    • Andrea Compton
       
      This is so true!! Unless a teacher provides feedback in some way - whether in a conference style or a written style - the student will have no idea how to improve. Too often high school students receive a composition paper back with a letter grade and no comments or only spelling corrections underlined. This does not help the student to know what it is that was done poorly - other than the spelling - or how to improve on the next paper. I firmly believe that even papers that are considered to be "A" papers need to have feedback given - what was done well, what areas might the student extend themselves in next time, what areas could be better even though they were sufficient for this assignment.
  • considered questioning the accuracy of these tests
    • Dan Jones
       
      I create very few tests as I am in special education at the high school level. I am most often proctoring, administering or trying to interpret test results. I actually find myself questioning the accuracy of tests more often than you would think. The students are often asking me what a particular question means. Without giving any clue to the answer, I find myself trying to clarify when I am asking the same question. The way tests are framed and questions are asked can affect the accuracy of tests. I think creating a test that provides accurate results is an incredibly hard task. Kudos to those that are good at it, we need more of you
  • This means that teachers need to write learning targets in terms that students will understand.
  • This means that teachers need to write learning targets in terms that students will understand.
  • This means that teachers need to write learning targets in terms that students will understand.
  • This means that teachers need to write learning targets in terms that students will understand.
  • This means that teachers need to write learning targets in terms that students will understand.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • kellie kendrick
       
      This is very important to keep and mind, and is something that I had an issue with at the beginning of my teaching career. It is imperative that a teacher knows what the intended outcome of an assessment is going to be before writing that assessment, so that they can look to those outcomes for guidance when writing questions, creating rubrics, or deciding a number of points for the assessment.
  • and highlight crucial words (for instance, most, least, except, not).
  • and highlight crucial words (for instance, most, least, except, not).
  • and highlight crucial words (for instance, most, least, except, not).
  • and highlight crucial words (for instance, most, least, except, not).
    • kellie kendrick
       
      I have found that highlighting, bolding, or putting words in italics has really helped my students to pay closer attention to the directions or questions and has led to students increasingly getting answers correct.
  • , and highlight crucial words (for instance, most, least, except, not).
  • You can improve it by explaining why you think that will happen
    • Sally Rigeman
       
      Better - ask the student, "How could this statement be more complete? Are you missing something in this component of the rubric?
  • effective feedback
    • Sally Rigeman
       
      Resource: "The Power of Feedback" by John Hattie & Helen Timperley (2007) in Review of Educational Research.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
  • Quality
  • the assessor should organize the learning targets represented in the assessment into a written test plan
    • Jamie Van Horn
       
      This seems necessary if we are to achieve the highest level of assessment making sure we are actually assessing the learning targets appropriately, but I struggle with the fact that teachers have the time in their busy schedules or will take the time to create a test plan for every assessment they give.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures
    • Jamie Van Horn
       
      Sadly, I feel assessment literacy is lacking in education. We not only need to focus on the assessments we give our students but also on training our educators and classroom teachers on assessment creation and effective use of assessment results.
  • Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and students
    • Jamie Van Horn
       
      It's too bad that these tests are being used to make so many decisions in the education system when they are not fully assessing the students learning and mastery of skills.
anonymous

ol101-2020: Iowa Online Teaching Standards - 9 views

    • kshadlow
       
      I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful.
    • tracyweber34
       
      Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • kshadlow
       
      I chose this criteria because it encompasses the purpose for facilitating student learning, the goal. I like how it reminds me of all the components needed to ensure student success.
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  • Understands the differences between teaching online and teaching face-to-face
    • mgadient
       
      moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family.
    • ravelinga
       
      I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start.
    • lfinn16
       
      This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
    • kshadlow
       
      I chose this criteria because it seems like a no brainer, but I realized after I started teaching a blended class how many little things are actually big differences between online and F2F courses.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • tracyweber34
       
      This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
    • jgeissler
       
      Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success.
    • mgadient
       
      moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
    • ravelinga
       
      This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
    • conradam4
       
      I need to be better about posting and discussing learning outcomes before every lesson I teach.
    • Val Rosenthal
       
      Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
  • 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
    • tracyweber34
       
      This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
    • spaulsonsjcs
       
      Agreed! This is super important to meet the needs of all of our students!
    • mgadient
       
      moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
    • pbenezra
       
      Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • lfinn16
       
      I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
    • pbenezra
       
      Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
    • anonymous
       
      I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • tracyweber34
       
      In order to make an attempt to combat "cheating" in an online course, developing authentic assessments is crucial.
    • olga1203
       
      Just as in a F2F classroom, a variety of assessments should drive instruction. Assessment is important for both teacher and students.
  • 7. Engages in professional growth (ITS 7)
    • tracyweber34
       
      The OLLIE courses are perfect for this!!!
    • spaulsonsjcs
       
      Exactly what I was thinking!
    • Dee Hamlett
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
  • Has experienced online learning from the perspective of a student
    • spaulsonsjcs
       
      This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
  • Assists students with technology used in the course
    • spaulsonsjcs
       
      If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
    • ljjohnson
       
      During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work.
    • Val Rosenthal
       
      Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
  • Understands student motivation and uses techniques to engage students
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • spaulsonsjcs
       
      This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
    • pbenezra
       
      In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
    • mstoner31
       
      Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
  • Understands student motivation and uses techniques to engage students
    • spaulsonsjcs
       
      This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
    • jgeissler
       
      You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
    • Dee Hamlett
       
      I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
    • vonderhaar
       
      I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • jbuerman
       
      It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting.
    • dostera5
       
      It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jbuerman
       
      Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
    • Dee Hamlett
       
      Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
    • lfinn16
       
      If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
    • conradam4
       
      I need to make it a priority to collect feedback from my students.
  • Selects and uses technologies appropriate to the content that enhance learning
    • jbuerman
       
      Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
    • Dee Hamlett
       
      I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
    • bhauswirth
       
      I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there.
    • dostera5
       
      This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • jbuerman
       
      Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
    • Val Rosenthal
       
      I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • teacherin12
       
      "moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • teacherin12
       
      "moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • teacherin12
       
      "moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
    • conradam4
       
      I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
  • Sets and models clear expectations for appropriate behavior and proper interaction (
    • teacherin12
       
      "moodle_iowa" Being able to explain your expectations is important because it sets the tone for the entire class to be more successful. Whenever we were talking online I reviewed expectations to have better conversations that were helpful and inspired others.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • nkrager
       
      Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
    • bonnieingersoll
       
      Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available.
    • anonymous
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
    • pumphreyk
       
      It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable.
    • anonymous
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
    • nkrager
       
      Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • nkrager
       
      This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • dsunderman
       
      It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
  • 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)
    • dsunderman
       
      Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
    • conradam4
       
      I need to be better about posting and discussing learning outcomes for every lesson I teach.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • dsunderman
       
      Providing timely and constructive feedback can help student become stronger learners.
    • Dee Hamlett
       
      Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
    • dostera5
       
      Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • dsunderman
       
      This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • mdaniels44
       
      This is something I need to improve on
    • bhauswirth
       
      This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
    • ravelinga
       
      This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
    • lfinn16
       
      This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
    • mdaniels44
       
      I think this is important and something I do
  • Engages in professional growth
    • mdaniels44
       
      I think a teacher should always want to learn and become better.
    • bhauswirth
       
      This is what I've been saying all along. Teachers need to continue to learn in order to continue to provide the best practices for students
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • olga1203
       
      This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
    • bonnieingersoll
       
      It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
    • pumphreyk
       
      This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
    • ljjohnson
       
      This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • olga1203
       
      Learning is social. Collaboration and interaction help examine own understanding including misconceptions and deepen the knowledge and skill.
  • Has knowledge of learning theory
    • olga1203
       
      Theory is the basis of all the practical decisions that we make. Without a thorough understanding of the theory behind online learning, it would be easy to go astray. (True for everything else!)
  • safe environment
    • olga1203
       
      Maslow's hierarchy!
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • Dee Hamlett
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
    • Dee Hamlett
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
  • Has experienced online learning from the perspective of a student
    • Dee Hamlett
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
    • ravelinga
       
      I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
    • pbenezra
       
      This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
    • joanmusich
       
      It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • mgadient
       
      moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
    • anonymous
       
      Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • olga1203
       
      It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies
    • bhauswirth
       
      I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.
  • Understands and uses data from assessments to guide instruction
    • bhauswirth
       
      I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • pammason
       
      This should be a given with online teaching and is exactly why I am taking this class, to grow my tech skills and knowledge. This field changes so quickly , one must always be growing and adding skills to stay effective.
  • Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
    • pammason
       
      This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
  • Networks with others involved in online education for the purpose of professional growth
    • pumphreyk
       
      I know that networking with others involved in online education is vital for me because I am so new to online learning.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljjohnson
       
      This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • dostera5
       
      It is important for a teacher to use data to drive their instruction. This way the teacher can pin point where the student needs help.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • mstoner31
       
      This hits me where I live. It is so important to not just "talk the talk" about photocopying music but to actually share with the students my understanding of copyright laws concerning music photocopying. Thankfully I have purchased a program that I can use in the classroom and can copy as needed.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • mstoner31
       
      It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • conradam4
       
      I'm a data girl. Love seeing the data on new instructional practices and love using data to inform future instruction.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • mstoner31
       
      The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Val Rosenthal
       
      This has been a challenge for me. I feel like I'm always looking for the best technologies to enhance my content but they change so fast that it is difficult to be committed to one. I continue to read blogs and other math posts to learn more about math technologies.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • sara_hazel
       
      We have had to address students that have been using technology inappropriately and each case is dealt with on an individual basis. It is very important to have policies and procedures in place to ensure students learn from their misuse and don't do it again.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • sara_hazel
       
      When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
  • , managing conflict (Varvel VII.D, ITS 6.e)
    • bhauswirth
       
      Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.
  • Selects and uses technologies appropriate to the content that enhance learning
    • bushb13
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
    • bushb13
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
  • Networks with others involved in online education for the purpose of professional growth (
    • bushb13
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
    • bushb13
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • bushb13
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
    • bushb13
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
    • bushb13
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
    • bushb13
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • joanmusich
       
      Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
  • knowledgeable and has the ability to use computer programs
  • to use computer programs required in online education
r kleinow

iowacorescience / Science Essential Skills and Concepts - 1 views

  •  
    Teacher support for implementing the Iowa Core in Science
kathleenweyers

Implementation in an Elementary Classroom (Articles) - 0 views

  • the children “do science.”
    • ecsexton1
       
      Will the students be taught how theorize, test, analyze, or experiment? Or without telling the students this is what they are already doing? Is there any pre-teaching to the unit about rocks or exploring on their own?
    • rmeyer1130
       
      It seems like in large group sharing, the teacher would want to introduce those important terms. I wonder, too, if the rocks unit was in the curriculum or if it came up in classroom discussion as a new area to explore. When a band listening example led to a lot of student questions about African drums, I made sure to change some of my concert plans and found a new piece of music and utilized the expertise of one of our other band staff members to build on the kids' enthusiasm and inquiry.
  • nvite women
    • ecsexton1
       
      I think this is a great idea to invite scientists who are women! It makes the nation's stereotypes decrease and women in the science field increase.
    • katieconnolly20
       
      I also think this is a great idea. It is interesting in my classroom this past year as we were talking about community helpers.. we had a discussion of can a garbage man be a garbage woman and talked about different roles. It was so interesting that even at a young age some students have already stereotyped different jobs to different genders. I think that the more that students see the more they will be able to be interested in a subject and career. Science is something that is slowly fading and becoming less important in classrooms. It is important as educators to give our students these opportunities.
  • thinking about thinking
    • ecsexton1
       
      The way Mrs. Moore teaches makes sense to me. I can finally see how personalized learning can work without using computers and technology. I think some teachers in my building already do this without realizing that it is PL.
  • ...26 more annotations...
  • helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.
    • ecsexton1
       
      I think Personalized learning is easier to do in a classroom with science and social studies because they are more exploratory subjects compared to reading and math. Anybody have good ideas on how to make reading and math personalized without using technology?
    • efabscha
       
      I like this idea also. I feel like this is a skill that students will use all throughout their lives- at college, in real life, and in their careers.
    • kspedersen
       
      I love this. I believe that if students learn how to love the process of learning that they will continue on to be life long learners!!
    • rmeyer1130
       
      I love it, too! If kids are enjoying the process of learning, I think they're more willing to try new things and learn more even in areas that may not be their strengths.
  • Ms. Moore understands the reluctance of many other teachers of early grade students to employ this method because it requires “unlearning” many of the lessons of traditional teacher-preparation programs. She must, she says, continually resist the temptation to lead her students through lessons.
    • efabscha
       
      She is exactly right. Teachers have been taught to lead their students through lessons. This process is very uncomfortable for many of us as we have not been taught how to "teach" or "facilitate" this way.
    • rmeyer1130
       
      I think about this when we're always asked to post our learning targets for students. It seems counter productive to tell kids we're going to learn a certain skill when we want our students to discover the skill through the lesson we created... I have found that instead of telling kids fingerings on their instruments for new notes, if I lead them to the fingering chart, they get so excited about using their fingering chart to learn more than that one new note.
  • During this first instructional phase, noise and activity levels sometimes reach eardrum-piercing levels and
    • efabscha
       
      Many of us are not used to a lot of noise in the classroom either. Some students may struggle with a classroom that is overly loud. How do we ensure the noise level is comfortable for all to learn?
    • plsummer201
       
      The noise level during this phase should be stated in the rubric during discussion. I agree not everyone is immune to loud voices.
    • kspedersen
       
      This is something that I know I would/will struggle with when implementing personalized learning. I completely agree and believe that students should be conversing with one another...however, I struggle with all of them doing this at the same time. 25 voices going all at once is sometimes a lot to handle!..and something that I would learn to get used to :)
  • Most teachers know the classroom is the perfect place for children to play, but opportunities to provide those benefits are on the decline. Reduced recess, cuts to physical education
    • efabscha
       
      This really hits home for me as I have a daughter who was in PRE K (transitional kindergarten) last year and the preschool teachers are now required to implement so many minutes of reading/guided reading into their curriculum. Are these preschool aged children getting enough play/social time?
    • katieconnolly20
       
      It is scary that we are asking you're asking if preschool is getting enough time.. I hope so!!! They aren't even to elementary school yet. I am told time and time again that kindergarten is the new 1st grade. It seems that the more demands that are put on us as educators, the more play time we have to cut. I am lucky in a way that I have a team of teachers who refuses to give up that free time play at the end of the day. We believe it is so important. I am not sure how many more years we will get away with it but for now, we will let our students be little so that they can play and explore like they should!
    • kellijhall
       
      I always laugh when I share with parents that I learn so much from observing their kiddos playing games (either at recess or indoors). It is truly where they have more authentic experiences learning how to communicate and solve differences.
    • plsummer201
       
      What about developing the small muscles thru play-dough? In the last few years I have noticed that 3rd graders can barely hold a scissor properly and much less cut a simple figure.
    • plsummer201
       
      What about developing small motor skills thru play-dough? I have 3rd graders who can barely hold a scissor properly much less cut a simple figure.
    • kspedersen
       
      I firmly believe that students learn by playing!! There are ways to set-up classroom situations where students are playing but also digging into concepts as well!!
  • tudents who miss time to play miss opportunities to let their minds soar and connect the dots between what they do at their desks and what surrounds them in the world
    • katieconnolly20
       
      As a kindergarten teacher, I believe that that play is key to learning! This past year I was amazed at what my students were able to connect through play to what we were learning in the classroom. In my classroom, it is key to provide students with those opportunities to play and explore.
    • rmeyer1130
       
      Play IS key to learning! Especially when we can't assume our students are given opportunity to play and create and imagine with other kids outside of the school day.
  • But when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?"
    • katieconnolly20
       
      As good educators, we want to make sure that each of our students needs are met. The daunting question that we all ask is HOW?! How do we make each of our student feel cared for, important, and set them up for success? I continue to find it interesting how students have so many things that are similar and different about them. I think this article does a nice job of laying it out and showing what we can do between five minutes and five years!
  • when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
    • heidimeyer
       
      Yes!! I must remember this always! It's so easy to answer questions for students. However, if I keep questioning them, it will allow them to learn on their own.
    • annabrousard
       
      This is something that I am continually trying to work on. It is so easy to help a struggling student but your really are doing them a disservice.
  • encouraging and allowing students to discover fundamental principles on their own.
    • heidimeyer
       
      I'm a visual person and I know I like to "see" things for myself. Allowing our students to discover conclusions will be something that they will remember longer than if a teacher "told" them what happens.
    • anonymous
       
      Yes! I agree! As I read this I remember learning about gravity as Billy Nye threw objects off the top of a building... watching this video was better than listening to the fact ... but participating in the activity would be even better than the video.
  • free play is how children learn about themselves and the world around them. And, if they’re not playing, they’re not learning in all the ways that count most.
    • heidimeyer
       
      For the early childhood ages, this is key and missing in elementary schools. I'm saddened by how academic our kindergarten programs have become over the years.
  • A simple take-home survey can give you quick insights about a child's hobbies, interests, strengths, or struggles. Arts and electives teachers in your school could offer insight on certain students, as well.
    • heidimeyer
       
      I loved receiving a parent survey from our child's teacher at the beginning of the year. It was a great way to introduce our child with details he may have never shared with his teacher. What a great way to set up some personalization at the start of the year.
    • kellijhall
       
      I have been doing this since my first year and I love it! It gives me so much valuable information before I start to learn about them but I also feel like if gives the parent a space to let me know things they may not feel comfortable sharing in front of other people or their child.
    • rmeyer1130
       
      I do a parent survey at the beginning of band, and it really helps me get a feel for a family's background experience with band, and also what they're hoping for their kids for the year.
  • If you add and master just one at a time, refining the best techniques as you go, eventually you'll have a big arsenal.
    • heidimeyer
       
      I need to remember, this is a process! This statement validates that.
    • kellijhall
       
      This reminds me to only pick one thing to focus on at a time...which is so hard!
  • Thinking Maps, which help children categorize information in visually coherent ways
    • anonymous
       
      I remember in junior high being required to answer the essay/critical thinking questions of our science tests through the use of thinking maps. I didn't realize at the time how much it helped me organize my thoughts. I wonder how I can be begin applying them in my reading and math courses at the elementary level. Graphic organizers are so important to consolidate and organize information.
    • annabrousard
       
      I have never heard about Thinking Maps before. I explored the website and definitely see how this can be beneficial for children of all ages.
    • rmeyer1130
       
      Thinking maps! Kids love them and they're great tools for brainstorming and digging in to new learning
  • Share planning duties with a fellow teacher
    • anonymous
       
      This is so important! I love planning with gen. ed. teachers because often there are more students than just my IEP students that need the lower level differentiation in the gen. ed. setting. We don't need to reinvent the wheel, but work together to create shared resources. Our problem is, how do we create time to plan together on a weekly basis?
    • kellijhall
       
      We run into these same issues! We are five gen. ed. teachers but one of us coteaches with sped. and one of us with ELP. We also cluster group our students...and this is where we hit the wall. Our classroom make-ups are so different and our kids move at different paces. How do we work divide up the work and still respect the pacing in each others' rooms?
  • assigns each student a role within the group
  • a unique item of jewelry
    • anonymous
       
      What a fun conclusion to the unit!! I wonder how the teacher completes her summative assessment for the unit? The students have their journals but what does she use to prove that students have retained the information and met the state standards?
    • eswartzendruber
       
      As a 4th grade teacher, we work with rocks and minerals as well. It would be fun to create videos of their learning as a summative assessment. Students could also share the videos with their parents when they are finished!
  • when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • eswartzendruber
       
      It's so tempting to scaffold them to the right answer, but I realize that's not helping them be independent thinkers. I find that my students then rely on me to always be there to help them figure out the challenge.
    • plsummer201
       
      I agree but others need prompting to be able to focus on the right direction therefore differentiation is needed.
  • “Kids are not blank slates.”
    • eswartzendruber
       
      It's easy to assume this, but they've had years of being influenced by their peers already and are soaking in the information they hear. This might be from daycare/preschool or home.
    • kellijhall
       
      Agreed...not to mention home life, family make-up, and outside influences. They have preconceived notions when they walk through the door.
    • kspedersen
       
      Yes! What a simple, yet profound way to put it. I agree. No matter where a student comes from they do have a background. There is always something to build upon and connect with!
  • in their hearts they may not believe it.
    • eswartzendruber
       
      We must give them a chance to experiment with hands on learning opportunities.
  • “The first thing we do is begin an ‘I see — I wonder’ exercise,
    • rmeyer1130
       
      I teach in a school with a lot of focus on inquiry based learning, and it's amazing how the kids gain confidence with this kind of thinking and growing as the year goes on. When I play new music, I have kids record what they hear, what they think, and what they wonder. The class discussion leads us to a wonder that we can explore together, and modeling this as a teacher is important.
  • Plan assignments with choices.
    • rmeyer1130
       
      This is something we all do, and a great first step in individualized instruction!
  • her trust in the inquiry process is tested, when she must practice patience and restraint.
    • kathleenweyers
       
      The learning is probably remembered more if it is discovered by the learner.  It would take patience not to tell kids the answer!
  • Thinking Maps, she explains, help students gain control of the process by offering them eight distinct ways to organize their inquiries
    • kathleenweyers
       
      I think the Thinking Maps would add some method to the madness!  Love this idea and the variety of ways they can be used!
  • “I introduce one Thinking Map per week during the first eight weeks
    • kathleenweyers
       
      I appreciate the pragmatic approach to teaching these one at a time, one week at a time.  It seems that then it becomes second-nature, which is truly amazing!  Using thinking maps is a powerful tool for teaching children how to think and organize their thinking!
  • Play is, after all, the way children are wired to learn, especially in the preschool and kindergarten years.
    • kathleenweyers
       
      This reminds me of how kids learn technology or to play video games, by playing with them, by tinkering and trying things.  I think that is why kids are more advanced than many adults at using technology, because they have MORE time to "play" with it than adults do.
  • guided play is a good alternative.
    • kathleenweyers
       
      This would be like the math games in EveryDay Math.  Kids are playing games to learn and that learning is more memorable than a worksheet!
  • each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it
    • kathleenweyers
       
      28 times to learn a new procedure seems like a lot!  It makes me think I might want to slow it down a bit to let kids get adept at it!
lisa rasmussen

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

  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
    • Peggy Christensen
       
      I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.)
    • Cindy Blinkinsop
       
      You hit the nail on the head.
    • Maryann Angeroth
       
      What role does homework have in formative assessment?
    • Deena Stanley-Dostart
       
      Our administrators are telling us to do more formative assessments, they are also treating it like a noun.
    • Nancy Peterman
       
      These courses have helped me recognize the difference in using the formative assessment as a "process" rather than a type of test. It makes a big difference in when and why a teacher uses the strategy.
    • Perry Bekkerus
       
      Ours are as well. I think formative assessment is any kind of data that helps a teacher decide what to do next in the classroom. For instance, as a music teacher, I can listen to kids sing a particular passage as a formative assessment; if they all sing it well, they are ready for another passage. If no one is getting it, then I need to slow down the passage until they have a better handle on it. If some are getting it and others aren't, then I usually try to improve another aspect of the passage (dynamics, diction, etc.) so that the strugglers get more practice on the pitches without boring the kids who already know the notes. In essence, by differentiating, I kill two birds with one stone. The formative assessment (i.e. listening to them sing it the first time) is the crucial piece here...if I just assume that they know it (or don't know it), then I have made assumptions about their background knowledge. That is the purpose of formative assessment: an assessment that formulates some further action or inaction.
  • there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Peggy Christensen
       
      In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
    • Cindy Blinkinsop
       
      Teachers don't want to know the theory and research behind a strategy...they just want the strategy or strategies that will help them help their students. I'm not a science teacher but the book you refer to sounds like a great resource for science teachers.
    • Lynne Devaney
       
      Thanks for the resource.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Peggy Christensen
       
      This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
    • Linda Hoobin
       
      Throught my work with Margaret Heritage and the Iowa Core, I found this to take much more time than I thought it would. I am still learning about how to write clear learning goals and success criteria. Practice will eventually make perfect, but I have a long ways to go!
    • jalfaro
       
      The first principal I worked for required that all of us clearly post the learning objectives for the day or week on our white boards. He wanted the students to know at the beginning of class what the goal was for the day and what they were expected to do. Transparency shows that we'd thought about our lesson and that the students were a part of the equation. Thinking back to my own education, I know there were too many moment when I was left wondering what we were really trying to do and why it was important!
    • Dirk Troutman
       
      Any lesson or course with clear learning objectives will be a success, any without it is unlikely to succeed.
    • Kathy Hageman
       
      Is it really just a matter of "communicating" goals and criteria to students? Wouldn't students benefit from being involved in the process of identifying goals and criteria?
    • Mark McGaffin
       
      Purpose for the lesson and outcomes for the students (what they will be able to do).  The students need to understand what they will be learning and how they will show it (rubrics).
    • Jean Van Gilder
       
      Also we need to communicate as instructors with our students as to how what they are learning applies in their "real" lives.
    • Gayle Olson
       
      A technique that I have used lots when starting a new topic is to ask the students what they hope to gain from it. That helps me call their attention to specific spots when we learn the new info. It also gives me their language, so I know better what words to use so they will be able to understand the concepts by connecting them to what is already familiar to them. It's powerful, especially when they see me referring to the list to see if we have met everyone's goals.
  • ...64 more annotations...
    • Cheryl Merical
       
      The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.
    • Gary Petersen
       
      I would agree. Most often I think of "informing instruction" as helping the teacher and do not look at "informing learning" as part of the process to help students.
  • used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Jean Van Gilder
       
      I hate to say it; but we were using formative assessment long before the conference that defined it came about...but we can all work on improvement.
    • Lynne Devaney
       
      I agree that teachers are (were) very good at using formative assessment. Sometimes I wonder if when the standardized and accountability measures were put in place, teachers stepped away from their good prtactice because someone else was telling them that NCLB was the "real" measurement. Maybe we lost something?
    • David Olson
       
      I like that this definition is to provide evidence. This shows we are really doing it.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Cheryl Merical
       
      Again, so important to include the student in the process, which is something that is often overlooked.
    • Linda Hoobin
       
      With user friendly, clearly stated targets for the students.
    • Sandy Kluver
       
      Giving students time to reflect and learn about themselves.
    • Kathy Hageman
       
      It would be appropriate to add one more thought to this sentence: rather than teachers merely sharing learning goals, students should be involved in determining their goals.
    • Pam Buysman
       
      Haven't we learned that using rubrics to share expectations for students aids in learning. I've been learning the SINA process this past week. One of the focuses of the school in this process was making sure students and also parents knew and understood the standards and benchmarks used in their instruction. Sounds like they chose something that will increase student achievement!
    • Jean Van Gilder
       
      All important to involve the students; they can't just sit and absorb learning they have to actively particiapate in all facets!
    • Nancy Peterman
       
      For "experienced" teachers it is a big shift from the teacher-controlled lecture to student-led learning. It is exciting to see the students actively engaged, but hard at first to "facilitate" and utilize the "teachable moments". It requires extra preparation, constantly evaluation of habits, and patience to wait for students to take ownership of the discussions and learning.
    • Gayle Olson
       
      I agree with Kathy - having the students involved in helping to set the learning goals would be great! Either way, having the students clued in to what the learning goals are is a big step to help them sort out the important pieces.
  • Learning progressions describe how concepts and skills build in a domain
    • Lori Pearson
       
      This section makes me think about the Iowa Core and how it really builds from kindergarten. Teachers are often made more aware of how a skill is "built" from the ground up.
    • Denise Krefting
       
      Lori- the Iowa Core needs to be in the front of our thought process! :)
    • Linda Hoobin
       
      Our biggest Iowa Core question may be, who develops learning progressions. Given the amount of time they take to develop, how can the state/AEAs/LEA work toward accomplishing this very important task?
    • Deb Versteeg
       
      We have done some learning progression work as a state through some of our state content teams, but much more needs to be done in light of the Iowa Core and a broader audience needs to be involved.
    • Becky Hinze
       
      Learing progressions must be understood by all teachers. Margaret Heritage talks extensively about this being a major problem. If teachers don't understand these progressions, they won't know how to go backwards or forwards if students don't understand or have mastered concepts. IC helps some with this, but not perfectly.
    • Judy Sweetman
       
      I feel like we barely got started with this process at our last meeting. I hope we spend more time on it, as I feel that learning progressions are an important part of formative assessment, and we may not get the results we want without them.
    • Lynne Devaney
       
      We have spent a lot of time talking about who should develop learning progressions. In our district we use the phrase "unpacking the standard". We go back and forth. In some cases, it seems as though the teacher and student should own that learning. But sometimes, teachers, particularly in the elementary school where teachers are more generalists, they do not have the depth of content knowledge to develop rigorous learning progressions.
  • Descriptive
    • Lori Pearson
       
      I also think of the word "constructive."
    • terri lamb
       
      Constructive would be a great addition to this and is implied but should be evident.
  • Helping students think meta-cognitively
    • Lori Pearson
       
      Many points in this article are connected to not only effective formative assessment, but also in the bigger realm of effective instruction.
    • Cindy Blinkinsop
       
      Totally agree - we need to teach students to intuitively know when and how to use a variety of learning and/or problem solving strategies. Schools need to focus on 1 - 2 strategies in every content area (Cornell Notetaking or Kansas Strategies) so the students really apply every day the learning strategies to help them learn all content, vocabulary, etc.
    • Lisa Buss
       
      Students have to 'see' the value in learning. If they are accountable for their own, it'll have much more meaning to them.
    • Jessica White
       
      Yes, that metacognition piece is so vital. Students really need to start thinking about their thinking.
    • Gayle Olson
       
      I agree with all of you. Effective instruction means knowing where your students are. Formative assessment is one of the main ways that you know that. It's difficult to imagine truly effective instruction without formative assessment.
  • process used by teachers and students
    • Denise Krefting
       
      I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
    • Deborah Ausborn
       
      I agree. When students take ownership of their own learning, there are so many more positive results.
    • Darin Johnson
       
      Thinking of formative assessment as a process is helpful for me. Like the writing process, it needs to become a highly personalized and organic activity for every teacher.
    • Lisa Buss
       
      I agree that it is a process, an on-going instruction that provides feedback. In one of my other classes, there was a lot of discussion about how the Google calendar allows us to use formative assessment and allows us to better know our students. I think the confusion was because they think we have to have a completed project to assess when in reality, all we are assessing is the 'process.'
    • Amy Burns
       
      The word "process" should be bold and scream out at us, as a reminder that assessment is not a one-shot deal, yet how often is that the case? We do ourselves and our students a disservice if we base our assessments on a single observavation or task.
    • Cheryl Carruthers
       
      yes, I think of the research process absolutely needing formative assessment embedded throughout the process. Too often, students proceed through a research project, getting all the way through to the final product with no feedback and then both the teacher and the student are disappointed by a poor grade. With formative assessment embedded within the research process, students are given the opportunity to gauge their own progress and success and make adjustments as needed. End result - a positive experience for both teacher and student.
    • Lynne Devaney
       
      Must agree with others on the use of the word "process". As a district administrator, I often hear about students being over-tested. The possibilities of assessments being used formatively AND/or summatively is a process. Not everyone has made the shift.
    • Kevin McColley
       
      Amy, I love your comment on Google calendar! I truly think you nailed it on the head with your response. Verbatum I agree with you 100% and hope that things start backing the process rather than an assignment.
    • Gary Petersen
       
      I have heard some look at formative assessment as a product or test vs. the broader "interactive process."
  • partners
    • Denise Krefting
       
      Working as partners allows us to model better for our students and they to model for each other.
    • Linda Hoobin
       
      And the teacher has to work on modeling so that the students can best see how this works. The culture of the classroom is something that must be nutured, it does not always occur naturally.
    • Cindy Blinkinsop
       
      I have found that teachers do not like to be vulnerable and have someone critique their teaching. The team must first establish trust with the peers they will be working with and understand that it is not to critique but to share ideas for improving teaching and learning for all.
    • Julie Townsend
       
      Collaboration is a difficult thing to create, because it takes the entire crew to effectively do so! 
    • Maryann Angeroth
       
      The AIw process has a perfect venue to allow teachers to score each others instruction based on a series of rubrics.
    • Tim Brickley
       
      The trust factor between teachers and students is so important to establish the partnership.  But it is hard to maintain classroom management and show vulnerability.
  • sense of trust between and among students
    • Denise Krefting
       
      This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
    • Cindy Blinkinsop
       
      The classroom culture is set by the teacher - a place where there is mutual respect, only use positive statements, encourage one another to do and be their best at all times, confront and discuss obstables, and have rules posted for working together so all students know what behavior is exptected of them.
    • Deborah Ausborn
       
      It is so important to build that trust and sense of teamwork. In choir, it may have been easier to see how we all needed to support and encourage each other, since the end result, the choir sound, included the sum of all members. A complicating, but perhaps helpful factor in a choir is the multiple grade levels represented. I always assign older, more experienced students and mentors for younger students. Most of the time this has worked well to build a team spirit within the group. The students do critique themselves and each other live and through recordings. Emphasis is always placed on encouraging and positive criticisms.
    • lisa rasmussen
       
      The sense of trust among students must come from a teacher who models this in the classroom on a regular basis.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Linda Hoobin
       
      This is what seems to be most often missed--using the feedback to adjust both teaching AND learning.
    • Cindy Blinkinsop
       
      We've had Lead & Learn out several times over the pasts three years to present to Data Teams. Consultants were assigned to buildings to work one-on-one with building Data Teams as well. It is a new concept for most of us - using data to drive instruction. Through the help of their awesome materials, our Data Team uses their 5 step process to collect and evaluate student data.
    • jalfaro
       
      Oh, Cindy! I'm so glad you mentioned those data teams (since we've been trained for the past 3 years). Data really is a key to classroom success...too many teachers just keep teaching even though students are begin left behind. Universities need to do a better job training new teachers how to NOT teach the way we've been teaching for the past century.
    • Nathan Fredericks
       
      I whole heartedly agree here. Too often I see this happening. It is amazing have often both teachers and students have been turned into technophobes in classrooms. I still have some students that dread doing things on the computers and all but refuse to do things with technology because they've never done it any other way.
    • Pam Buysman
       
      The word adjust is a huge word in this definition as well. Formative assessesment allows us to make changes in our teaching if what we are doing isn't having the desired result. These past two years I've spent a little time learning about the General Education Plan. If one intervention doesn't work, we need to adjust or change what we're trying. I think this is difficult for teachers as well. We get inpatient and we want to see results sooner rather than later. Yet, we need continue adjusting our instruction using the data to drive our teaching.
    • Becky Hinze
       
      Change instruction...that is what is missing!!!! Not just putting it into the grade book and moving on.
    • Nancy Peterman
       
      I am in agreement with most on the point in the past teachers see the data, but keep on teaching "to cover the content". We are beginning to recognize the need to change but it requires a change in techniques and mental approach. Similar to letting Standards drive what is taught instead of the lessons identifying which Standards are covered.
    • Judy Sweetman
       
      If teachers would use the feedback to adjust their instruction, I believe we would have fewer frustrated students! These two parts of the definition--process and using feedback to adjust teaching--are critically important in the whole school improvement process.
    • Gary Petersen
       
      This issue of ongoing adjustment is such a powerful concept.
  • integrated into instruction
    • Linda Hoobin
       
      My big learning in my study of formative assessment is that it must be planned, even informal assessment must be planned.
    • Sandy Kluver
       
      I agree. Purposeful teaching leads to better teaching and more learning by students.
    • Peggy Christensen
       
      This was an ah-ha for me too. It was during our Every Learner Inquires meetings that I first realized this. I worked with a teacher who write down the key questions he wanted to ask students during the lesson I observed him teaching. He addressed all the questions he had listed. However, just remember that you don't need massive quantiies of quality questions. A few well-thought out questions can go a long way.
    • Deb Versteeg
       
      Peggy, I appreciated your comment about just needing a few well-thought out questions. As educators we tend to overplan, which is fine, but we need to pull back the reigns when extended questioning etc. just isn't needed for thelearning to occur.
    • Mark McGaffin
       
      My district has worked extensively with teachers to identify a purpose and the measures we will use to assess their progress.  These key questions can be the measures along with a number of other strategies.  I agree that many teachers over plan, we need to realize it that some students will not get it and that we need to plan for some enrichment opportunities during the lesson.  This will help students stay on track.
    • Pam Buysman
       
      I agree that planning is important. Formative assessment must be a deliberate part of instruction.
    • Becky Hinze
       
      Integrated into instruction.....not taking away from instruction to teach!
    • lisa rasmussen
       
      It is so important that it be a part of the instruction process, and that students be informed of the importance of their role in this process.
  • the individual students.
    • Judy Sweetman
       
      And that's where differentiated instruction comes in, as well as differentiated assessment!
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Sandy Kluver
       
      Explicit and communicate are the two words that jumped out at me in this sentence. Teachers need to be explicit and thoughtful with their planning and then students need to know what the intended goals are. It's hard to hit a moving target but if we do these two things our students should have success!
    • terri lamb
       
      I agree, explicit and communicated expectations and criteria need to be given for the student to reach the intended goals.
    • denise carlson
       
      In my work I'm frequently puzzled by the number of teachers that do not embrace the importance of clearly communicating expecations to their students
    • Deena Stanley-Dostart
       
      I also agree that criteria should be clear, otherwise a student does not know what direction they are heading.
    • Tim Brickley
       
      I think that sometimes the criteria and expectations are clear in my head but it is the communication that doesn't always follow through.  This happens to me the first time I assign a project or paper.  I learn after that first time.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • Sandy Kluver
       
      I think it's easy to hand back our papers with our feedback on it and then we move on to the next topic. But we need to go one step further and ask students to think about how they can improve the assignment based on the feedback. This might just be a quick write to get the students thinking about improving their learning.