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A Hughes

Search EDUCAUSE | EDUCAUSE - 3 views

www.educause.edu/search

shared by A Hughes on 02 Dec 11 - Cached
  • Seven Things You Should Know About Collaborative Annotation... Collaborative annotation tools, such as Diigo, Reframe It, MyStickies, and Google Sidewiki, expand the concept of social bookmarking by allowing users not only ... net.educause.edu/ir/library/pdf/ELI7054.pdf
    • A Hughes
      A Hughes on 02 Dec 11
       
      I just discovered that I could not highlight this pdf. I chose to hightlight the link to it instead. Some of the downsides include privacy issues, appropriateness of annotations, and access to information dependent on the annotation tool.
Patty Harrell

Getting Started with Chrome extension - Diigo help - 0 views

help.diigo.com/...tting-started-chrome-extension

Diigo Chrome

shared by Patty Harrell on 16 Jul 14 - No Cached
  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
evanabbey

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

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

shared by evanabbey on 16 Sep 14 - No Cached
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
      jbowar on 17 Sep 14
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
      bgigar on 02 Oct 14
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
      bgigar on 02 Oct 14
       
      previous comment by B Gigar
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
      jbowar on 17 Sep 14
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
      jbowar on 17 Sep 14
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
      evanabbey on 14 May 15
       
      Good point!
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous comment from Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
      meliathompson on 07 Oct 14
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
      meliathompson on 07 Oct 14
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • 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
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
      bgigar on 02 Oct 14
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
      bgigar on 02 Oct 14
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
      bgigar on 02 Oct 14
       
      Online instruction requires some tech savvy :)
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • 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
    • bgigar
      bgigar on 02 Oct 14
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
      bgigar on 02 Oct 14
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
      kathyperret on 05 Oct 14
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
      ericalea on 08 Oct 14
       
      Yes, great point! 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
      kathyperret on 05 Oct 14
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
      kathyperret on 05 Oct 14
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
      kathyperret on 05 Oct 14
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
      ericalea on 08 Oct 14
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
      ericalea on 08 Oct 14
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
      ericalea on 08 Oct 14
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
      ericalea on 08 Oct 14
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
      ericalea on 08 Oct 14
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
      evanabbey on 14 May 15
       
      Sharing the annotation here
  • Tyler Youngers on 16 Sep 14
     
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
Wendy Arch

Hypothesis for Education - Hypothesis - 0 views

web.hypothes.is/education

moodle_iowa ollie_iowa technology collaboration annotation

shared by Wendy Arch on 26 Sep 19 - No Cached
    • Wendy Arch
      Wendy Arch on 26 Sep 19
       
      This could be an alternative to Diigo. It offers the same idea of providing online collaborative annotation.
sarankin

ollie1 (Peterman): Iowa Online Teaching Standards - 40 views

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

iowa online moodle_iowa ollie_iowa

shared by sarankin on 17 Sep 15 - No Cached
  • Has experienced online learning from the perspective of a student
    • ames726
      ames726 on 18 Sep 15
       
      I feel that this is essential for any teacher of an online course.  Just as a classroom teacher  has at some point been a student in a classroom, so should a teacher of an online course have been an online student.  It is an imperative experience that provides empathy and understanding that would otherwise be absent
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
    • clmensing6
      clmensing6 on 23 Jan 16
       
      absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      I agree.  I think this applies to all teaching, not only online teaching.  Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through.  Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
  • 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
    • ames726
      ames726 on 18 Sep 15
       
      My concern here is with the word "or."  My opinion is that the correct word should be "and."  Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • ames726
      ames726 on 18 Sep 15
       
      I agree that learning theories are an integral part of teaching.  This ties to the annotation I made under standard 2.  Having this knowledge is an innate feature of meeting the professional teaching standards established.
  • ...47 more annotations...
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
    • ames726
      ames726 on 22 Sep 15
       
      I am intrigued by this thought.  the term "fair use" seems vague and undefined.  I agree that online courses do seem particularly suited to drawing material from the internet.  Perhaps examples of acceptable use vs. unacceptable use would be helpful.
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
  • Networks with others involved in online education for the purpose of professional growth
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
    • stitesm
      stitesm on 11 May 16
       
      You are correct.  Networking is the best way to learn.  It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
  • Understands student motivation and uses techniques to engage students
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
    • hstaebell
      hstaebell on 19 Jan 16
       
      Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. 
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic.  As a teacher it requires allot of time and self discipline to attend to. 
    • sarankin
      sarankin on 08 Jun 16
       
      Getting feedback on student work is key for motivating students to work hard daily.  Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes.  If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due.  This feedback would allow for students to know if they are on the right track as they are working on it.  
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      Having reliable, quality, affordable software to support learning is hard to come by. 
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
    • disneygal
      disneygal on 14 May 16
       
      My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes.  We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated.  AND, I would love to know how to encourage more course feedbackk!
    • Deena Recker
      Deena Recker on 24 May 16
       
      When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information. 
  • Incorporates social aspects into the teaching and learning process
    • Cari Teske
      Cari Teske on 16 May 16
       
      Collaboration is key to a successful online course.  It is not enough to read content and complete assessments.  A student needs to be actively involved in the learning process.  This is where discussion forums become important as do the activities that you are directly involved with during the class.  Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided.  - Cari Teske
  • 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
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      As teachers we need to follow the 21st century technology standards.
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
    • paulboysen
      paulboysen on 23 Jan 16
       
      Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • paulboysen
      paulboysen on 23 Jan 16
       
      With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • stitesm
      stitesm on 11 May 16
       
      Very important for all instructors on either side of the screen.  Keep current on new research by reading, taking classes, collaborating and networking. 
    • cwdorman
      cwdorman on 15 May 16
       
      Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      There is a HUGE difference between face-to-face and online learning/teaching.
    • Cari Teske
      Cari Teske on 16 May 16
       
      Very true.  Also, between blended and those mentioned above.  Strategies used need to be developed to provide learning to be at it's optimum.  
    • janevolden
      janevolden on 17 May 16
       
      I feel there is a definite challenge that is larger barrier than teaching face-to face.  You must get your thought across without that personal face-to-face and not loosing anything in the interpretation.  you must also feel as though you have your message getting across ....quite a challenge.
    • sarankin
      sarankin on 08 Jun 16
       
      I agree that there is a huge difference between online and face-to-face teaching.  I also believe that some people think it's "easier" to teach online and takes less time.  Actually I think it takes more time!
  • Continuously
  • evaluate
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • verploeg
      verploeg on 14 May 16
       
      Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words.  In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains.  And edits and deletions may be impossible.  With this comes responsibility.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is a huge concern in our building since going 1:1.  Students don't understand that they can't copy and paste something word for word from the Internet.  I have had students simply change one or two words and think they can all it their own. 
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu This is a test.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course.  Data often show gaps in instruction.  It also indicates areas that may need to covered in more detail.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach.  If a student is having a problem, talking with the student in a normal calm voice can beneficial.  Sometimes, things just blow up and then the main goal is to keep the students safe.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 10 May 16
       
      This corresponds to teaching mathematics. One MUST know the content at grade level, what content comes before, and what content comes after.
    • cwdorman
      cwdorman on 15 May 16
       
      This would seem to be pretty essential as one must know the content well in order to teach it effectively.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
      anonymous on 10 May 16
       
      I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
    • stitesm
      stitesm on 11 May 16
       
      Good comment!  Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.  
  • presentation of the conte
    • stitesm
      stitesm on 11 May 16
       
      This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
  • Understands and uses data from assessments to guide instruction
    • verploeg
      verploeg on 14 May 16
       
      Teaching is all about constantly tweaking the material to meet the students' needs.  What worked a year ago may not work at all with the current students.  
    • Cari Teske
      Cari Teske on 16 May 16
       
      Yes, reflection is always good.  But, often times it needs to happen during the course.  As instructors we often assume that others will be able to follow along with the instruction.  When that is not the case, material needs to be retaught.  In a face-to-face classroom, one can observe the students.  In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.  
    • Deena Recker
      Deena Recker on 24 May 16
       
      I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • verploeg
      verploeg on 14 May 16
       
      Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism.  Translating into their own words hasn't been done and yet they don't understand that they are stealing content.  We, as educators, must establish the guidelines for writing with integrity.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • verploeg
      verploeg on 14 May 16
       
      Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is essential to any online course.  Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • verploeg
      verploeg on 14 May 16
       
      With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic.  Prudence would need to be taken.
    • disneygal
      disneygal on 14 May 16
       
      The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • abbys213
      abbys213 on 14 May 16
       
      It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
  • Assists students with technology used in the course (Varvel III.C)
    • abbys213
      abbys213 on 14 May 16
       
      This class is helping with that!
    • mikedemario
      mikedemario on 15 May 16
       
      This is important.  I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
    • mikedemario
      mikedemario on 15 May 16
       
      I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
  • Knows and aligns instruction
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
  • instructional strategies
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
  • planning, designing,
    • Cari Teske
      Cari Teske on 16 May 16
       
      When starting an online class is important to design it with the end in mind.  What do you want students to know by participating in this course?  Planning and designing how to get to those goals is critical.  It can often be difficult for instructors to 'unlearn' what they are already know.  In a regular classroom they pick up clues by observing the students as to whether they understand the content.  That is much harder to do in an online environment.  Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
    • janevolden
      janevolden on 17 May 16
       
      I really feel that I am working on aligning my course to the Iowa Teaching Standards.  I LOVE standards....think it is such a great thing for all. 
    • matt66ludwig
      matt66ludwig on 17 May 16
       
      If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • tedmallory on 15 Jan 16
     
    As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
  • ...1 more comment...
  • tedmallory on 15 Jan 16
     
    Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
  • shawnaharris on 24 Jan 16
     
    Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
  • hanigand on 08 Feb 16
     
    I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
bkoller86

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by bkoller86 on 28 Jul 16 - No Cached
  • When you give students choice, it opens up a lot of avenues. When they are given the option to decide what they’re going to do, whatever the product is, it’s theirs—giving them ownership and responsibility for their own learning.”
    • anonymous
      anonymous on 28 Jul 16
       
      I agree and I have found this to be true, but most students will try to find the easiest choice with the least amount of work - will teachers need to have 10 different rubrics for 10 different project choices? There should be some guidelines/parameters for teachers for keeping organized & sane:)!  
  • This flipped learning setup frees up my students to use classtime to practice their skills. For instance, they might annotate a short story or poem in Google Docs or take part in a Socratic seminar. During our unit on research into social justice issues, students receive a digital review of the research process and choose their learning activities based on their needs. Some may meet with me to review how to embed quotes while other groups start planning their presentations and still others work idependently on gathering valid research.
    • anonymous
      anonymous on 28 Jul 16
       
      The online presentations lessons definitely need to have something tied to it to make students have to use it - if they know that it will be retaught/played in class, they won't watch it but if they know they have a task tied with the video, will they be more apt to watch it? A fellow teacher found that out that it can't be just what you would say/do in the classroom...:)
  • And our classroom is often noisy and active as we play a round of Kahoot, which gives me instant, actionable feedback on what we need to do next, who needs to be pulled into a small group for reteaching and who would be better off in a group that pursues extended learning while I reteach the rest of the class. I also gather formative assessment data through: Discussion threads. Self-grading quizzes, which give students immediate and actionable feedback on their proficiency in specfic skills. Monitoring of their works in progress on Google Docs. Exit tickets, which assess the class’ comfort level with new concepts
    • anonymous
      anonymous on 28 Jul 16
       
      Love these ideas about assessing mostly formatively for teachers & students love Kahoot!  
  • ...8 more annotations...
  • My next goal is to let them “test out” of some activities when they show content mastery.
    • anonymous
      anonymous on 28 Jul 16
       
      Would they get credit/points for that content mastery? and how would that transfer with grading? Good points for setup and things to consider...
  • access
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • anonymous
      anonymous on 28 Jul 16
       
      For my Spanish classes, this would be an exciting concept for those students that learn the language faster and can work ahead or enhance their communication to a higher level - they would not be "stuck" in a concept they've already mastered & would be able to get to more complicated grammar/sentence structures, become more fluent.
  • rofessional development must be stitched into the work routine of teachers, not tacked onto the work day or week” (p. 1)
    • anonymous
      anonymous on 28 Jul 16
       
      There are so many new initiatives being implemented and talked about - in my district/curriculum area they spend so much time talking - when can teachers start getting the time to develop and try out their ideas and not talk it to death?
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay.
    • bkoller86
      bkoller86 on 03 Aug 16
       
      I can very much see that this would be a far less traditional approach to teaching. For principals that have a very traditional view of education, it could make it difficult for teachers to try. 
  • “Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • bkoller86
      bkoller86 on 03 Aug 16
       
      People (students are people also) always work harder and dig deeper when they are on the inside not on the outside being told what to do. 
  • Across the board, my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology. I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • bkoller86
      bkoller86 on 03 Aug 16
       
      The goal should really be to prepare students for a future career like the author stated. That is the type of environment they will be working in.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible
    • bkoller86
      bkoller86 on 03 Aug 16
       
      I think this would be one of the more difficult things to do. I would want to give choices and freedom but I wouldn't want it to be completely wide open. 
Lylia Chaffin

ollie1sweetman: Iowa Online Teaching Standards - 11 views

moodle.aeapdonline.org/...view.php

iowa online teaching standards

shared by Lylia Chaffin on 13 Nov 11 - No Cached
  • Maintains an online social presence
    • Jean Bontemps
      Jean Bontemps on 13 Nov 11
       
      This phrase always makes me nervous today. I am definately on the side of cautious about how much you interact with students socially online. Even the phrase "online social presence" isn't clear on what that means.
    • Nicholas O'Brien
      Nicholas O'Brien on 15 Nov 11
       
      I agree, every other day there is some hullabaloo about interacting with students or privacy issues. I really wish there was a little more clarity out there about social media and educators.
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      Agreed:  I've been communicating via Facebook with students for years, and have been using text messages for longer than that.  Students don't use emails anymore.  But then this fall, we were told that any texts to students need to be also sent to our AD.  What a waste of time.  And now we're going to set students up with their own gmail accounts???  We need to be giving them a lot more leeway with their cellphones and social networking sites.
  • Has experienced online learning from the perspective of a student
    • Jean Bontemps
      Jean Bontemps on 13 Nov 11
       
      I think we are definatley getting that right now! I love learning more about online tools for students, but I do feel a little overwhelmed about the amount of information and how to use it best in my classroom.
    • Nicholas O'Brien
      Nicholas O'Brien on 15 Nov 11
       
      Agreed, there is a lot of stuff out there to keep track of, but at least as students we don't have to get it perfect. That's one of the up sides of being a student after all.
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      So much to learn. Need to pcik a focus and stick with it.
    • Rachael Woodley
      Rachael Woodley on 15 Nov 11
       
      I like being in the student's position so I can catch the pitfalls and hangups that will frustrate on-line learners. Hopefully, this will help me make a clear focus and transitions in on-line classes that I build
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      Being a student within this course has definitely opened my eyes as to what makes sense and what is difficult to follow...
    • Lynn Eastman
      Lynn Eastman on 05 Dec 11
       
      Amen Perry! I think Moodle could be an entire coursework of class. I'd like to see our tech offerings to students get more up-to-date than simple word processing. The applications classes should also be more oriented to Google Docs, etc...
  • • 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)
    • Nicholas O'Brien
      Nicholas O'Brien on 15 Nov 11
       
      Well, this standard pretty much sums up why I am taking this course.
    • Heidi Reichart
      Heidi Reichart on 15 Nov 11
       
      I agree. I think more information on creating an annotation was needed. I spent WAY too long messing with this.
  • ...27 more annotations...
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Nicholas O'Brien
      Nicholas O'Brien on 15 Nov 11
       
      Demonstrating growth isn't too tough, but picking the right emerging tech is.
    • Heidi Reichart
      Heidi Reichart on 15 Nov 11
       
      With the thousands of tools out there, we can't try them all.
    • Lylia Chaffin
      Lylia Chaffin on 26 Nov 11
       
      Even when we find a technolgy we like the time involved to develop for just class is huge.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Heidi Reichart
      Heidi Reichart on 15 Nov 11
       
      I don't think many teachers realize how difficult it is to monitor students online.
  • Assists students with technology used in the course (Varvel III.C)
    • Heidi Reichart
      Heidi Reichart on 15 Nov 11
       
      I need to learn this myself to be able to assist students.
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      This would be a good opportunity to use recorded screencasts so students can watch it over and over.
    • A Hughes
      A Hughes on 15 Nov 11
       
      Diigo has a lot of potential. I wish that this was like Zotero and would do a bibliographic citation with my note.
    • Lynn Eastman
      Lynn Eastman on 15 Nov 11
       
      I like the biliographic citation idea. I also wish the students had options to take courses like this during the academic year.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      I need to post the expectations as outlined in my syllabus into my moodle course.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      My students (teachers) are having a hard time with maneuvering around moodle.
    • Lylia Chaffin
      Lylia Chaffin on 28 Nov 11
       
      I am glad I am not trying to teach and use Moodle at the same time. I am having a hard time maneuvering around Moodle, too.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
    • Gayle Olson
      Gayle Olson on 15 Nov 11
       
      I think this whole section is critical! A friend of mine has taken a couple of online classes from a jr. college in another state. While the courses had instructors, they were mostly all automated. The instructor told the students there is nothing she/he can do to effect the grade (all automated online tests) or even help them understand what they did wrong. Just because something can be put online doesn't mean it is good quality learning. A course MUST be designed differently for online.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Gayle Olson
      Gayle Olson on 15 Nov 11
       
      One of my favorite sayings is that "None of us is as smart as all of us." When it comes to professional development, there is so much that the partcipants can learn from each other! Creating a professional learning community online takes effort. I think this will be one of my greatest challenges.
  • 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)
    • Gayle Olson
      Gayle Olson on 15 Nov 11
       
      Staying on top of this one will be a major effort - very connected to "7. Engages in professional growth". This will be something that is always ongoing, never finished.
    • Rachael Woodley
      Rachael Woodley on 15 Nov 11
       
      I agree, constant changing and revision. Online learning is a very fluid medium as well and ever updating
  • • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Rachael Woodley
      Rachael Woodley on 15 Nov 11
       
      I think moodle does a better job of allowing multiple assessment techniques. We are kind of stuck with what we get from the PLATO program
  • Aligns assessment with course objectives
  • 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
    • Lynn Eastman
      Lynn Eastman on 15 Nov 11
       
      This used to be just the "sped" part of my job, but now we are all expected (rightfully) to differentiate.
    • Rachael Woodley
      Rachael Woodley on 16 Nov 11
       
      In my experience on-line learning actually makes this part of the job much easier. You can build in visuals, audio, and other instructional strategies and the students can spend as much time on them as they need to
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Lynn Eastman
      Lynn Eastman on 05 Dec 11
       
      This is getting more and more difficult as the immersion in technology continues. Students need direct instruction in ethics and technology, and heavy consequences need to be clearly stated by school boards for violations.
  • Understands and uses data from assessments to guide instruction
    • Rachael Woodley
      Rachael Woodley on 16 Nov 11
       
      Very easy to use assement data and go back to "reteach" when the students can keep reviewing and make sure they've got the concept.
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      Fair use and intellectual property rights have become so narrowly defined that practically everyone violates them in the education world.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      This is especially tricky when it comes to music--finding resources and designing resources that are appropriate and useful to enhance learning in music, especially at an appropriate level.
    • Lylia Chaffin
      Lylia Chaffin on 28 Nov 11
       
      Aren't there some things that don't work well with technology? And isn't that O.K.?
  • integrity
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      This is crucial for technology to remain a useful tool.  It is why so many teachers do not allow Wikipedia.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4) •
    • A Hughes
      A Hughes on 05 Dec 11
       
      Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • A Hughes
      A Hughes on 05 Dec 11
       
      Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Lylia Chaffin
      Lylia Chaffin on 07 Dec 11
       
      I think expectations need to be posted more often than as an overview /orientation.
    • Lylia Chaffin
      Lylia Chaffin on 07 Dec 11
       
      Expectaions need to be posted more often than just at the beginning.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Lylia Chaffin
      Lylia Chaffin on 07 Dec 11
       
      Net working with other teachers helps for personal development as well as professional. Others can really help problem solve.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
  • Gladys Insko on 05 Jan 13
     
    I am trying to post a comment under the "maintains an online social presence...". This is difficult to do considering the situations that can happen when teachers and students communicate together thru various websites... It doesn't take too many days of watching the news to find another incident of inappropriateness between teacher and student.
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

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

shared by ksteffener on 26 Jul 15 - No Cached
  • At the end of the project they can choose how they will present their findings.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      In my classroom, this might be allowing students to choose themes or subjects for their final projects while using the techniques we are studying.  
    • alissahansen
      alissahansen on 28 Jul 15
       
      I find that the possibilities are endless in the English classroom as well. I use RAFTs often where students choose the role of themselves as the writer, their audience, the format of the writing, and the topic, and they excel with this. With English, work is not just organized around a work of literature, it's really much more about what is gained through that exposure to said literature. This really helps makes giving choices possible in this type of environment. It is hard to give much choice when students need to be able to write a research paper in MLA format, however. They do have the opportunity to choose a topic, resources (I give them some, but do not force them to use the ones I provide because they are pretty knowledgeable when it comes to tech resources). The research paper is probably the most difficult unit for students and I think it is because it is so rigid of an assignment. I would love to offer more choice with this, but I am not sure if that would be possible. Choice in my classroom relates to learner interest as well. I always make sure to offer options that appeal to all, whether it is acting out a scene, writing an alternative ending, creating a Facebook account for a character, a podcast, writing a blog, or creating a comic book storyboard. 
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a roo
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This is very true.  As I attempt to make sense of this for my classroom, I am realizing the amount of prep work that is involved.  I realized I can continue to develop the resources that I make available to students, but I want it to be meaty to begin with.  
    • edamisch
      edamisch on 28 Jul 15
       
      I am often overwhelmed by the amount of resources there are for Spanish since there are 20+ Spanish speaking countries.  It is often difficult to know where to start since I write my own curriculum. 
    • bleza66
      bleza66 on 30 Jul 15
       
      This is also true in the special education environment. Each student is working individually on the subject they need assistance with or on an IEP goal area. It is often difficult for people who are not familiar with what we do to see what we are working towards. 
  • The classroom is more disorganized, with one student working one way, another a different way—you get the picture.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This quote really spoke to me.  This is often what an art room looks like.  To a degree it is already personalized, but it can be more personal for the students.  That is my goal. It is funny because so many times administrators assume I can do more because I 'just' give my students a project and they work on it all week, so of course I must have all kinds of time.  But really the classroom is constantly in motion, I just don't stand at the front and direct all the motion.  It really does take an understanding administrator for this to work well.  
    • Lisa Hackman
      Lisa Hackman on 28 Jul 15
       
      This spoke to me as well. Working in an alternative education environment, I may have 10 students working on 10 different classes at any one time. Some may be working on-line while others are working out of a text book. Others may be in the hallway doing some fitness activities and still others curled up in a comfy chair reading a book. I, in the meantime, am usually traveling from student to student providing assistance. There is never a dull moment, that is for sure! And yes, an understanding and supportive administration is KEY!!
    • ksteffener
      ksteffener on 04 Aug 15
       
      What is normal to the spider is chaos to the fly. That is how I view my job! I love when administration walks in shakes their head and leave!
  • ...51 more annotations...
  • They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This whole quote reminds me of the importance of critique. Implementing this method of teaching really makes critique even more important.  It also allows students to learn from each other and explore ideas and techniques even deeper.   
    • bleza66
      bleza66 on 30 Jul 15
       
      I really like this idea because it allows deeper thought and more meaningful conversations to happen. I can see where this would lead to larger conversations with students and the class as a whole. 
  • Coach Debbie Camp remembers with a chuckle what most of the kids said—they loved doing it because it was a break from math!
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      Amazing comment from the students!  They didn't even know they were learning!
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      What if a student doubts his choice to the point of frustration?  How can the student be redirected to make a confident choice that will turn into a learning experience? As the teacher, I would be afraid to over-assist a student with choices, if that student is not confident in their learning.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I agree! I think students need to learn how they work best and to make choices based on that. I think this is hard for some of the students that I work with. It can be difficult when students just are not used to being given choice, then all of a sudden they are asked to choose what is best for them... I think there are some that will struggle(successfully and  otherwise) and some will be even resistant to the choices offered, but students will learn how to make choices that best suit them. It just takes time. We cannot just expect them to make the best choices right away. (Alissa Hansen)
  • “without deep and flexible understanding of content, teachers are handicapped in the critical task of helping diverse students find points of access to the school curriculum”
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      As teachers need more depth of knowledge in their respective subjects, I would think that universities would begin requiring more courses to "cover" everything in a given subject.
  • A sense of competence
  • sense
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      I especially like "competence" as a part of this formula.  Students need to feel like they know how to learn and learn how to know.
    • spfantz
      spfantz on 04 Aug 15
       
      Teaching meta-cognition is a life-long skill they will use forever.
  • Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I love using this technique when students aren't being productive when sitting together. I'm all about giving students choices and then they learn they have to deal with the consequences of their choices. I've had students ask me if they can leave early. I always tell them, "It's your choice, but be prepared to live with the consequences of not meeting attendance and progress goals."
    • marydermit
      marydermit on 29 Jul 15
       
      I have use the you decide but I really like your answer to students about leaving early.  I am going to try it out this year.
    • bleza66
      bleza66 on 30 Jul 15
       
      I also use the "it's your choice" technique. It is important for student to take responsibility for their own actions and learn that sometimes the consequences of making that choice is not worth it. Real life learning at its best. 
    • ascallon
      ascallon on 30 Jul 15
       
      I use this quite often also.  It puts students in control of consequences.  It's interesting to hear their reflections when graduation requirements aren't met.  Most take responsibility for not attending and getting work done.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This sounds a lot like Love and Logic to me.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I see this as my biggest struggle in the day-to-day happenings in my classroom. Many of my students have already failed based on the choices they have made in the past. They attend the alternative program as what some may consider a last chance. I feel like I'm not doing my job if I "let go and allow failure." I guess in my eyes, if they fail, I fail. My principal has told me numerous times over the years that there will come a time where you just have to let go.
    • katie50009
      katie50009 on 28 Jul 15
       
      Lisa--This is a struggle for me as well. The feeling of "if they fail, I fail" is something very real for educators because we care so deeply about our students. 
    • Lisa Hackman
      Lisa Hackman on 29 Jul 15
       
      I oftentimes feel like we, as educators, care more about our students' education than the student does. It's an uphill battle I face every year...not with all of them, but there are always a few.
    • spfantz
      spfantz on 04 Aug 15
       
      I understand allowing a student to fail, but it seems silly to allow a student to fail a core class because they were unable to problem solve or troubleshoot a technology issue. I think we need to evaluate what it is that we want students to come away with. Also, project based curriculum can often times be lengthy, so I would fear students we allow to fail could loose weeks of learning.
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have heard the same thing and I really believe that because we take our job so personally- failure is not ok. I always try and focus on the success not the failure. You may have failed the class but you did this this and this right.
  • Choices like this honor divergent ways of thinking and, in doing so, help promote strong feelings of competence in students.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I enjoy seeing students come up with different ways to solve the same problem. For those that struggle, I try to model a few different techniques and then have them pick the technique that makes the most sense to them. Sometimes they come up with something totally different and I'm OK with that.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I like the idea of having students pick a technique that makes most sense for them and that was modeled because if I see students struggle, it is usually because they just don't know where to start. Not every student will have that innate ability of taking the initiative. I know teaching freshmen that this is an area students really struggle with because they just don't trust themselves and moving forward can be paralytic because of it. (Alissa Hansen)
  • Photo Story
    • edamisch
      edamisch on 28 Jul 15
       
      Everyone has their strengths and weaknesses - I usually let students choose how they want to present their information too.  Unless I'm trying to teach a specific skill such as how to create a strong power point presentation, where everyone would be required to create one. 
    • spfantz
      spfantz on 04 Aug 15
       
      I would love to see the rubric aligned with standards and benchmarks to see how they reach goals through activities and through their culminating project.
  • give my students a choice:
    • edamisch
      edamisch on 28 Jul 15
       
      For my 6th graders Spanish speaking country capital unit for example, I have four ways that they can choose from to study for the quiz - two technology based (quizlet.com and a youtube video) and two more paper based - worksheets and flashcards.  This works well in case kids don't have internet at home. 
  • d the
  • The kids can choose any one of those methods as long as they follow a rubric that I created about what I am looking for.”
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I love it when I have the opportunity to allow students to choose how they will demonstrate their learning. We use one common rubric to suit multiple ways they present their information. I have found, however, that sometimes when students have freedom to choose, some are resistant to it.  Some want a specific, step-by-step set of instructions or blanks to "fill in" and having freedom to choose how they present their learning makes some uncomfortable. I find that interesting!
    • moodyh
      moodyh on 30 Jul 15
       
      It is great when students have an opportunity to present in their own ways, but I find my students struggle with it.  I give them the opportunity to present their final financial literacy project any way they want, but most of them just wrote me a paper that covered what the rubric asked for.  I think students will need as much training as teachers to get used to individualized learning
  • Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • alissahansen
      alissahansen on 28 Jul 15
       
      This quote really speaks to me because it holds so much truth! It's amazing how much psychology goes into teaching! That said, choice, motivation and empowerment all go hand-in-hand. Students do so much better when they can own something (well most of the time), and when they have the opportunity to choose how they will represent their understanding to you, it also shows that you as their teacher, trust them to make that decision and I think students respond well to this. Now, sometimes students will take what they perceive as the easier approach, but they learn the consequences pretty quick. And this extends not just to those choices relating to academics, but behavior as well. I work with freshmen, who are still trying to figure out what it means to not be an eighth grader anymore, and I have found that  when it comes to discipline, giving them a choice allows them to hold themselves accountable and establishes trust. I have used, "who is going to move to a more productive place in the classroom?" often, and I have not had a situation yet where one of the students didn't make that choice. The system works for toddlers too! (Alissa Hansen)
    • marydermit
      marydermit on 29 Jul 15
       
      Giving students choice builds a trust relationship that is so important.
    • ascallon
      ascallon on 30 Jul 15
       
      One of my favorites is the closer to graduating, usually the closer the student sits to my desk or me.  The 1:1 time helps them get done faster.  
    • ksteffener
      ksteffener on 04 Aug 15
       
      I think getting at risk students to trust me as a teacher is the toughest thing I do. I need them to believe that I will move every obstacle I can.
  • 2. Use the technology you have.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I find this "lesson" interesting as I would think that to have a successful PLE 1:1 technology would be necessary. This allows me to think that personalized learning could become a part of traditional classrooms sooner than later!
  • ound of Kahoot
    • alissahansen
      alissahansen on 28 Jul 15
       
      This is my favorite discovery by far and students LOVE IT! It is a great way to review content with a program that has gaming qualities and offers a sense of healthy competition. Students can use phones, desktop computers or laptops to gain access to the interactive program and I will say that once you do it once, students will ask for it daily. You can even quiz students using the program and it will compile the data for you so you can enter in scores if you wanted to. I highly recommend it to all educators. It is a valuable resource, and it is free! (Alissa Hansen).
    • moodyh
      moodyh on 30 Jul 15
       
      I love Kahoot too as a whole class assessment.  Another great (and free) resource is quizizz.  It is similar to Kahoot except that students can go through and take the quiz at their own pace instead of it being a race to see who can answer each question first.  It still compiles the data for you, but gives the students a little more privacy.
  • in a typical story unit, they can choose between just reading, and reading along as they listen to a story. They can also decide whether to annotate online or on a printed copy. They can take notes on paper or record their thoughts verbally as they analyze the story.
    • edamisch
      edamisch on 28 Jul 15
       
      These choices are awesome!  Underlining and writing notes in the margins online is way different than on paper!  
    • katie50009
      katie50009 on 28 Jul 15
       
      I like these ideas as well. So simple and yet it gives choice to students. I like real, specific ideas to begin the implementation of PL--actually, I feel like I was not as far behind on giving PL a try because I am using strategies such as these. Feels like a postiive boost!
  • Choose the best content delivery method.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I love utilizing technology (freetech4teachers.com is a site I visit often), but I sometimes struggle because there is just so much out there. I do a lot of playing around with different programs and resources before introducing them to students, but I do feel overwhelmed by it all at times and I am sure students feel the same way. I think this is a very important statement because with the wealth of information/tools out there, students should have the opportunity and be able to decide what is going to work best for them and teachers need to make decisions about the best tech tools to get them there. This is easier said than done as every summer I have about 100 new tech ideas to incorporate and feel there is no time to do it all...talk about cognitive overload! (Alissa Hansen)
  • skip forward, pause or rewind as needed until they get the lesson.
    • edamisch
      edamisch on 28 Jul 15
       
      Great features 
    • marydermit
      marydermit on 29 Jul 15
       
       I want try short videos with pharmacy tech students as an  choice to reinforce some of the key concepts with math applications.  Those that need to review can and those who have it can move on.
  • Kahoot,
    • edamisch
      edamisch on 28 Jul 15
       
      This is big in my building. (middle school) 
    • marydermit
      marydermit on 29 Jul 15
       
      I used it this past year to review drug classifications with pharmacy tech students. They loved it.  I want to add more units this year.
  • AP students would each have produced their own 10-page research paper.
    • edamisch
      edamisch on 28 Jul 15
       
      Personally, I'm glad I had to write two 10 page papers on the topic of my choice for AP College English my senior year of high school, since papers of that length were the norm as a Spanish/Art/Education major in college.  It was good preparation.  
    • juliefulton
      juliefulton on 29 Jul 15
       
      I agree, we do not want to 'cheat' our students from learning and practicing valuable skills needed for success in college and/or their careers.
    • spfantz
      spfantz on 04 Aug 15
       
      This would be a huge undertaking for some of my students. I wonder what types of supports and assistance is offered to students who need help.
  • use their fantasy football stats during class
    • edamisch
      edamisch on 28 Jul 15
       
      cool idea! 
  • encourage you.
    • edamisch
      edamisch on 28 Jul 15
       
      The above reminds me of the example "Day in the Life" assignment.  The depth of this cross curricular unit is great, but what about breadth?  Would everything be covered?  This is a concern of mine with time consuming projects.  
  • Imagine that you are a student at Tidewater High School, a fictitious comprehensive American high school that is organized into small learning communities.
    • alissahansen
      alissahansen on 28 Jul 15
       
      This a great resource for developing a personal plan and establishes a useful blueprint so one can see what a truly personalized learning environment would look like for: the student, teacher, administrator and even a parent! This is a resource I am going to use for my personalized plan. I especially like the breakdown from the student's experience, the purpose, what the structure of the class content would look like, assessment, and there is a useful checklist that once could use to assess yourself on implementation. (Alissa Hansen)
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      These final sentences really sum up what I would love to be able to say about the work that I someday hope to do!
    • emilyzelenovich
      emilyzelenovich on 29 Jul 15
       
      I agree completely. I want to know that students find value in meaning in the work we do in my class, and I want to know that I have helped prepare them for the world after high school. 
  • Students do not always need to work at their desks. For example, one teacher noticed students were getting restless during independent reading in class. They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read. Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere. Even simple choices like this can give students a meaningful sense of control.
  • Students
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      Depending on the unit of study, the students in my 9th and 10th grade English classes are given regular reading days to enjoy the novels they are reading.  I love it when they ask to move around the room to get comfortable to read.  When they're given the choice of where to read, I agree that it does give them a "meaningful sense of control."
  • even in small ways, of their own education.
    • katie50009
      katie50009 on 28 Jul 15
       
      The phrase "even in small ways" really caught mu attention. Instead of focusing on what we can't do and can't change, I need to focus on baby steps of implementing change, one step and one student at a time. Over time it will become more natural for the teacher and student to change the traditional roles of schools and really become engaged in learning.
  • t is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning. When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • katie50009
      katie50009 on 28 Jul 15
       
      I think some of the hesitation for teachers to work more fully in a PL modeled is the issue of rigor. Are students really challenging themselves? Am I giving them enough guidance and feedback to take their learning to the next level? How will I know for sure?
    • spfantz
      spfantz on 04 Aug 15
       
      I agree, it would be difficult to gauge or measure how rigorous, challenging, and engaging each students' personalized path is for them.
  • When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology. Today I carefully construct my units with specific learning goals that drive the method of delivery and learning activities.
    • katie50009
      katie50009 on 28 Jul 15
       
      These statements really help me see how, as a coach, the conversations I have with teachers, and the reflections that follow, will be key to implementing PL successfully.
  • My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • juliefulton
      juliefulton on 29 Jul 15
       
      It is very important that we model for our students taking risks, asking for feedback, refine for improvement, and continually grow as individuals and professionals!
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management.
    • juliefulton
      juliefulton on 29 Jul 15
       
      Students are learning content and life skills but teacher organization of the course is important to maximize learning. If a student is confused by having access to all the course at once, they may be overwhelmed if the necessary componets are not clearly identified.
  • allowing students to pick one or two friends they would like to work with
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • juliefulton
      juliefulton on 29 Jul 15
       
      ...and teachers need to be open-minded to answers that are not right/wrong. Perhaps 'what-if' dialogues are right.
  • generally made every mistake you can imagine
  • “We have all these different methods of how kids can present the project,
    • ascallon
      ascallon on 30 Jul 15
       
      My concern is how to get students to do quality projects.  Some of the things I receive are so low quality. What do I do to get the students to do more work?
  • ‘Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • ascallon
      ascallon on 30 Jul 15
       
      This is how I set up projects, but get cut and paste type projects.  I would like ideas to get students to stretch their horizons.
  • technology failures
    • ascallon
      ascallon on 30 Jul 15
       
      Technology failures get me frustrated.  The students help me so much, but I feel like a failure when I can't help them or when the technology doesn't work as planned.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is the single biggest roadblock I face. As a rural school we are without internet at least once a week
  • access on their own phones
    • ascallon
      ascallon on 30 Jul 15
       
      Students use their own phones for research and project.  I haven't opened up to computers/tables yet.  Hopefully we will have 1:1 computers for the classroom this year.   I'm interested to see how this will change research and projects for students.  Hoping for higher level thinking skills!
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • ascallon
      ascallon on 30 Jul 15
       
      I do this with World History projects and end up copied text from a website or a PowerPoint with just the facts.  I would love some strategies to get students to think beyond the facts and cut and paste.
  • When activities require students to work in groups
    • ascallon
      ascallon on 30 Jul 15
       
      A student frustration has been when the group members don't show for class.  We've tried to debate speeches and members don't show to prepare or present.  It's frustrating for the students.
    • spfantz
      spfantz on 04 Aug 15
       
      I feel that if student interest drives the group dynamics, students won't feel socially pressured to group with their friends.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This one is tough because we all have to work with different types of people and its a skill that students are lacking. I try and put groups together based on a lot of factors but knowing the students is the key to success
    • spfantz
      spfantz on 04 Aug 15
       
      I have not heard of Photo Story or vodcasts, I'd like to learn more.
  • actionable feedback
    • spfantz
      spfantz on 04 Aug 15
       
      I like these suggestions for quick feedback and redirection for the class.
  • t combats the dea
    • spfantz
      spfantz on 04 Aug 15
       
      I'm not sure I'm following this statement. It seems profound but I'm not sure I understand the rationalization.
  • Okay, you’ve done this project. Show us what you’ve learned,’ and there we offer the kids choices. We might say to them, for instance, if you establish a future city on the moon, how would you prevent all these environmental problems on the moon that we have had on earth?
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have found that sometimes students are overwhelmed by choices so this is where the personalization part comes into play. I want to give them choices based on what is best for them not me as the teacher.
  • he screencasts, which I create with Zaption, Screencast-o-matic and Video Ant, are better than PowerPoints because students can hear my voice instead of clicking through a silent slide deck. A
    • ksteffener
      ksteffener on 04 Aug 15
       
      This would be awesome for students with social anxiety who cannot stand in front of the room and give a presentation
  • “Your class is easy. I don’t mean simple — I mean it is easy for me to learn because I can pick assignments that let me do my best work.”
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is a common misinterpretation. students feel like it is easy because they get it, not easy because its not rigourous
    • ksteffener
      ksteffener on 04 Aug 15
       
      This is the toughest part of working with at risk students. When a student isn't successful it takes a lot to motivate them and even if they are motivated they may not want to look like that to their peers.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is awesome. I would love to print this and hand it out!
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

moodle.aeapdonline.org/...view.php

shared by Seth Denney on 19 Sep 11 - No Cached
  • Tailors instruction to meet the different needs of students
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Totally agree. How have you assessed their prior knowledge?
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
  • Understands and uses data from assessments to guide instruction
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
    • C Richardson
      C Richardson on 02 Oct 11
       
      I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      We do an assessment at the beginning of our courses to see where teachers are with the content.
  • Provides substantive, timely, and constructive feedback to students
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
  • ...27 more annotations...
  • Assists students with technology used in the course
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with both of you that it's important to keep it manageable.  I think facilitating an online class could be a good lesson in time management.  I like the idea of online office hours and the ability for your to reach you in multiple ways.  I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
  • Has experienced online learning from the perspective of a student
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Hmm, we seem to be doing that right now...
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If we can empathize with a student, it make the relationship that much stronger...
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with some of the other posts that it's important not to use technology for technology's sake.  Just because you can, doesn't mean you should include it.  Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case.  That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
  • uses techniques to engage students
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Student engagement at a high level will be key in improved student achievement.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
  • sessment instruments that are a
  • uses techniques to engage students
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
  • opportunities that enable student self-assessment and pre-assessment
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      We can't assume that all teachers have a deep understanding of the content to be taught
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
  • ifferent learning styles, different interests and backgrounds, and
    • Pam Elwood
      Pam Elwood on 09 Oct 11
       
      Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Link not working. Search Youtube for learning styles a myth and you will find it.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • jquandahl
      jquandahl on 09 Oct 11
       
      Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • jquandahl
      jquandahl on 09 Oct 11
       
      It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
  • • Aligns assessment with course objectives
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Belinda Blackbur
      Belinda Blackbur on 12 Oct 11
       
      The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
  • management software
Betty Brummett

ollie1: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

shared by Betty Brummett on 19 Sep 11 - No Cached
  • interaction with the content
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      So important for clients learning to use new devices/software. Actually experiencing the use of materials in nonthreatening environment with guided practice, supports future use.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If content is meaningful student will be engaged...they have to know why...
  • Instruction provides students with multiple learning paths
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Providing multiple learning paths is essential if we are to teach for learner differences. Sometimes online learning can be very formulaic.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Being open to all learning styles will be important when designing an online course....
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Learning how to address the different learning styles through the online format will be the challenge for me.
  • The course is easy and logical to navigate
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      I have seen LOTS of online courses that do not have easy and logical navigation.
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      I've taken many online courses that were very difficult to navigate.
  • ...7 more annotations...
  • higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      Don't forget about communication and collaboration skills!
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      HOT is a hot subject right now. Using a planning tool like Bloom's taxonomy when writing outcomes may support moving from recall to application!
  • Sufficient learning resources and materials to increase student success are available to students
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I am wondering if there is another word that could be used. I am thinking back to the Cool Tools for Schools site, and others I have encountered as resources, including what I put together and there may a tendency toward too many resources. My online trainings are and will continue to be with adult learners, they respond best to targeted, quality resources that are easy to negotiate and retrieve information from.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this seems like a simple thing to do, but it really matters to online learners that they get to know their instructors. It also provides a nice model for participants when instructors post an introduction first.
  • The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think most of us have a good idea of what this looks like in a face-to-face class. The challenge will be to make sure the activities and assignments provided during this class meet all of the same opportunities. It might be easy to ease up on the rigor because multiple choice type tests are easy to set up and grade automatically in Moodle. A balance needs to be present, esuring that students are engaged in higher order thinking.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      Just like in face-to-face classrooms, it is important to use formative assessments as well as summative assessments. These might include forums, quizzes, feedback, etc. Like I mentioned in another annotation, it is important that we don't stick with the easy to grade assessments. Online courses have the potential to have more students than a classroom might be able to hold, but as instructors we owe to our students to make sure we ask questions that probe their thinking more.
  • The instructional materials are aligned with the content and module/unit learning objectives, and this alignment is clearly explained to the student.
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Backward syllabus/course planning will ensure that learning outcomes and course activitites are aligned and relevant. Fink has some great resources on backward design elements for all types of instruction.
  • • Instructions make clear how to get started and where to find various course components.
Lisa Wymore

Why We Like Diigo - School Computing - 0 views

schoolcomputing.wikia.com/...Why_We_Like_Diigo

shared by Lisa Wymore on 07 Oct 11 - Cached
  • While an overall annotation can be helpful when sharing resources, thoughtful comments tied to specific portions of the text are more illuminating. These localized comments also lead to fruitful conversations more often than do summary comments.
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      This is a powerful use of Diigo that we would like to harness in our moodle class; supports higher level thinking, active engagement, and builds the community of learners.
Katy Lee

Diigo for Professional Development | Education Is My Life - 0 views

educationismylife.com/o-for-professional-development

shared by Katy Lee on 18 Feb 14 - No Cached
  • video,
    • Katy Lee
      Katy Lee on 18 Feb 14
       
      Good for basic explanation of social bookmarking.
  • it is a research and collaborative research tool on the one hand, and a knowledge-sharing community and social content site on the other.”
  • using Diigo for research
  • ...2 more annotations...
  • Personal Learning Network:
    • Katy Lee
      Katy Lee on 18 Feb 14
       
      I like the annotated link option for those who may not have a Diigo account.
  • collaborate:
    • Katy Lee
      Katy Lee on 18 Feb 14
       
      Threaded discussions make this tool collaborative.
Joanne Cram

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

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

shared by Joanne Cram on 22 Jan 14 - No Cached
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      From both taking and teaching online classes, I know that this is extremely important. Students want to feel like someone is watching them and cares about what they are doing and contributing to class. If a teacher 'shows up' to class more often and updates class, then students will want to log on to class more often too.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      Yes, Kellie, I agree. Relationship building is so important. Students are much more likely to take creative risks and accept/give feedback when they feel a connection with the instructor and other students.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      This for me is a big challange when I teach online classes. I want my students to collaborate, but I hate the uncertainty of wondering when my students will log on and complete work. I hate the thought of one student working really hard on group work and then another student coming in at the end and not having an opportunity to complete anything, because the project is already done.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Something to consider might be building in a number of different timeframes thorughout the unit or class where students need to respond or work collaboratively within their group. This could result in all students working together as opposed to a few. Setting a number of target dates with certain assignments to be complete could reduce the number of students who see an end date posted and wait until the last minute to complete their work.
    • Julie King
      Julie King on 27 Jan 14
       
      However, one thing I have found with my one attempt at providing a course for graduate students at the University is that they are very opposed to such timelines, indicating the reason they signed up for the class is so they can complete things in their own time.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Personally, I like having some mini due dates built into the course (as I complete my assignments for one of those mini due dates at the eleventh hour). I helps me stay forcused and priortize what needs to be finished by what point.
  • iNACOL
    • Evan Abbey
      Evan Abbey on 22 Jan 14
       
      iNACOL = International Association for K-12 Online Learning.  Are these standards "universal", or do you think a different set would apply to teaching adults?
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      As I read through these standards I thought they would apply universally. I searched for standards related to online learning for adults. I found one resource that has teaching standards for k-12 as well as postsecondary. http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I found the above resource to be aligned with the standards described here.
  • ...26 more annotations...
  • • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think it is essential that the learning outcomes, targets, and expectations are clearly explained, stated, and communicated to the online participants.  This not only sets the stage for learning, but also provides a roadmap for the work that is to be completed.  The online learning environment can feel isolated at times.  Knowing the outcomes and expectations can help to put new and experienced students at ease.
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      You've made a good point here, Travis. I can feel like you are isolated at times. The roadmap is critcal - especially the big picture, not just the details of the assignments.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Travis and Deb, Both of you make some good points on providing participant with a roadmap. Knowing what is needed up front along with estimated timeframes can provide participants with a suggested plan on what can be accomplished today, tomorrow, and next week.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think that this will be one of the most important yet challenging parts about facilitating an online course.  Insuring that the course is designed to encourage collaboration and interaction in all three of theses areas without making the course cumbersome and overly time consuming could be a challenge.  The use of forums and wikis would seem like to two tools that could easily aid in making this possible.  However, at times I feel that forums turn into posts that are done due to obligation and become a contrived conversation and interaction.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      I agree completely, Travis.  One of the things I loved about my masters program is that it was based primarily in face-to-face classes with some work online.  Since we were in the same place at the same time, the learning community really seemed to develop naturally.  In an asynchronous course, these opportunities have to be far more explicit (without feeling completely contrived.)
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      Evan has done this with our course by allowing those of us who are not familiar with or have much experience with online teaching with the option of using the template site (BB101). This has allowed me to focus on the process and use of tools rather than worrying about the content of my "course".
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      I don't like the "language learners" term. Aren't we all language learners? I assume they mean non-native language.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Recognizing that our students may have a variety of differnt learning styles should result with instructrion being customized. Evan has tailored our course to provide us with the opportunity to focus on the areas needed (whether it be the course tools for set up and design or the content).
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I am curious how models such as Collaborate Learning Teams/Professional Learning Communities have been incorporated into the work of those providing online education. What examples do others have of what this might look like?
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This seems so critical in an online course. Travis made a great point above about how online learning can feel a little isolated at times. Quick frustrations or questions take more energy to resolve. You don't have quite as easy or immediate access to answers in an asynchronous environment.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This is something I did not take as seriously as I should have in the past. I am trying to get up to speed with copyright, fair use, COPPA, etc. There is a lot to wrap your head around and it seems like there's a lot of gray area.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Unfortunately, I think you'll find that the gray area is only going to get even murkier in the years ahead.  Just look at the variety of creative commons licenses available now.
    • Julie King
      Julie King on 27 Jan 14
       
      I agree, there have been videos from youtube that I have embedded into instructional videos that later I was contacted by someone saying it was copywrited materials. Who knew? I feel like the more I get into this, the more I realize I don't know.
  • technologies appropriate to the content that enhance learning
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      There are literally hundreds of technologies available to online educators.  However, the most effective teachers know that you should only rely on "cool tools" when you have a clear instructional objective in mind.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Yes, Steven, I ageree with your assessment here. It seems like you first have to think to yourself what is that learning target and then match instructional technology to the learning target that helps facilitate the learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Administrators need to understand that taking away a student's device or trying to "lock down" a network are NOT the most effective way to deal with inappropriate technology use.  Not only does it take away a valuable learning device, especially in 1:1 schools, but it can also create additional hurdles for the students who are using the technologies appropriately.
    • Julie King
      Julie King on 27 Jan 14
       
      This is an interesting point Steven, as an individual who works with students with behavior problems, I can see how there would be a knee-jerk response to just take away the device (I am not currently in any 1:1 schools, so have not see it happen yet). What might be some other alternatives?
  • Utilizes a course evaluation and student feedback data to improve the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.
  • Assists students with technology used in the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Kathleen, I agree with you that technology can be overwhelming to students…adult or school age….maybe more for adults.  Right now I am teaching the Para Certification class to 42 adults, and I am amazed that some people do not know how to do the basic functions on the computer. But, I am determined that everyone will be successful.  Being new to online learning, I can identify, though, with the feelings of inadequacy or panic that my adult students have felt. When taking Ollie: Introduction, I was so appreciative of Mary's patience and help with technology.  Now Evan is assisting.  The video clips are very helpful.  A participant can see, hear, and then do which is multisensory.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      I agree that video clips can be very helpful. My experience in trying to talk my mother through navigating her new iPad over the telephone reminds me of how futile and frustrating for all this can be. Providing a video and screenshots can be extremely helpful in helping to guide people in using technology that is new to them.
  • Understands and uses data from assessments to guide instruction
    • Julie King
      Julie King on 27 Jan 14
       
      This statement reminds us that "creating" an online should not mean there is a finished product that does not change with the needs of the students. I know the next time I provide an online class, I hope to utilize more formative assessment measures that better differentiate the instruction based on student need.
    • Michelle Jacobsen
      Michelle Jacobsen on 30 Jan 14
       
      Having taught several online courses as an adjunct instructor for a local university, I found it very difficult to use data from assessments to guide instruction. It was difficult because the courses were all designed (not by me) prior to the start of the course, and students were given access to all discussion topics and assignments when the course began so they could proceed through the requirements at their own pace. Therefore, there was no opportunity for me to let the assessments guide the instruction. This was very difficult for me having come from an elementary classroom where formative assessments guided my instruction on a daily basis! Do you have any thoughts as to how you might utilize more formative assessment measures the next time you teach an online class? I would love to hear your ideas!
  • 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.)
    • Julie King
      Julie King on 27 Jan 14
       
      This is a statement that will need to be supported by teh institutions doing teh pruchasing of the CMS programs. It seems taht many times an institution with change their software and/or hire new faculty with little to no orientation as to how best to use the program
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I agree with your statements here Julie. The purchasing of a CMS program is a huge investment for an instution. It seems that is order to get the best return on investment instutions should provide ongoing PL opportunities for faculty who are using the CMS. All programs - although somewhat similar - have very nuanced differences. For example, I have worked with both Moodle a little and ANGEL a little more and although they have many of the same features they do have enough differences that it is not always an easy transition.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      It is helpful for students to have an idea of the expectations and how they align with the standards. I have used rubrics several times in my teaching and students, and teachers, appreciate knowing what is expected of them.
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      When students can see expectations and where they are in line with the standards, they are more prepared to learn.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      I think it is important for both the student and teacher to be aware of their understandings or misunderstandings. This should help guide instruction.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      I work with this all of the time. It doesn't just involve students. Fair use is for all. Fair use involves how information is used and how we give credit for the resources we use.
  • Provides substantive, timely, and constructive feedback to students
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      I appreciate the flexibility of the feedback and timely grading- when the assignment is done. This has been very helpful in trying to balance a career, household, and extracurricular schedules.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning.  It is not about the grade.  I want to learn.   I want to know that I am understanding what is being taught and I can apply that learning. 
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is really interesting becuase I never really thought about how necessary it is to have a basic understanding of web design when one is an online instuctor. I guess it makes sense becuase you have to figure out ways to visually represent content to your audience. It seems as though the best online instuctors wouldn't necessarily be those with the best understanding of threir content, but rather the best understanding of how to communicate that content in an effective, visual manner.
  • Has experienced online learning from the perspective of a student
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is a really important expereince for an online teacher to have, and maybe one that is taken for granted. Online teacher need to have the experence of what it is like to be an online learner to understand what works in online instruction and what doesn't.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      I find this to be one of my biggest challenges this year when working with teachers in mathematics. Several districts still use a curriculum that is not aligned to the Core, and some teachers are torn between aligning their instruction to the Core and teaching each lesson from their curriculum as they have for the past several years.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      We have had many discussions as AEA consultants about what our Professional Development offerings will look like in the future. Knowing that online course offerings are more than likely coming down the pike for us in the future, being able to demonstrate effective instructional strategies and techniques appropriate for online education will be something that requires a lot of thoughtful planning.
  • (SREB J.6, ITS 1.a)
    • Gina Rogers
      Gina Rogers on 14 Feb 14
       
      Test post
  • Understands the differences between teaching online and teaching face-to-face
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      At this point in my online learning, as a student going through this class it is very apparent what the differences are between online teaching and face to face. I think that each instructor should be required to take an online class such as this to help guide them in how to be a more effective and helpful instructor.
mschutjer

ollie-afe-2019: Educational Leadership: The Quest for Quality--article - 6 views

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

shared by mschutjer on 25 Mar 19 - No Cached
    • nealjulie
      nealjulie on 25 Mar 19
       
      I thought this quote was interesting. I always believe that having more than one data point helps a teacher see more of a rounded picture of that student. Relying on just one assessment isn't fair to the student. I believe we should look at multiple assessments, formative assessments, check points to help our students grow. JN
  • assessor needs to have a clear picture of what achievement he or she intends to measure. I
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Assessment needs to be directly tied to the standard you are teaching too.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      When we were rolling out the Iowa Core, we really emphasized how content, instruction, and assessment were part of the "curriculum". Each piece playing an integral part in student learning.
    • nealjulie
      nealjulie on 25 Mar 19
       
      I think we as teachers need to make sure we are focused on what essentials we need to assess. We have the mindset that we must teach the content, and not the process. JN
  • ...66 more annotations...
  • Do the results provide clear direction for what to do next?
    • nealjulie
      nealjulie on 25 Mar 19
       
      Do we use the data for reteaching? JN
  • Students learn best when they monitor and take responsibility for their own learning
    • kmolitor
      kmolitor on 28 Mar 19
       
      I really like this idea of having students take responsibility for their own learning, and putting the learning target in language they can understand would definitely help!
    • mpercy
      mpercy on 29 Mar 19
       
      I agree that students do learn best when they take on the responsibility but I also think this is the ideal situation and often does not happen. How do we motivate more students to do this?
    • alisauter
      alisauter on 30 Mar 19
       
      I agree with this, but it seems so foreign to students. I think we need to plan on a lot of modeling to shift the responsibility to them.
    • nealjulie
      nealjulie on 25 Mar 19
       
      Student friendly learning targets! I believe involving students in tracking their own learning targets is very powerful! It's high on the Hattie scale. JN
  • f 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.
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      While this seems like a straightforward idea, in reality, making a learning purpose clear and understandable to everyone - students included - can be difficult. Especially in English, the skill were teaching is not clear cut. CCSS Reading Literature 11-12.6 asks students to "Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant." However, there's no "right" answer to this skill. Student analysis of "what is really meant" could encompass a huge range of ideas. Crafting an assessment and teaching/learning opportunities that clearly delineate "proficient" analysis from "poor" analysis can't always be put into clear and understandable language. How can you quantify the qualitative?
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      There is truth in the challenge. But I know I have been guilty of knowing what I was looking for but not clearly communicating it to students. Then they are left to guess...which means they are likely to guess in at least some ways incorrectly. I think the more modeling we do, the more "anchor papers" we provide, the better students achieve our expectations. Putting those expectations into words and examples is its own challenge, but a worthy one.
    • cathy84
      cathy84 on 31 Mar 19
       
      It is nice to hear from other high school English teachers about the difficulty of measuring such subjective skills. I always struggled. One strategy I did find helpful was assigning paragraph writing as an assessment and scoring them 1-5, with a 3 being adequate and a 5 outstanding Then we would do several together and discuss what constituted a 3 and the differences between 3-4-5. That did seem to help, and students personalized the challenge of getting at least a 3 to show competency and reaching for outstanding.
  • t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • annott
      annott on 30 Mar 19
       
      I really like this chart, it's easy to follow and easy to read.
  • minimizing any bias that might distort estimates of student learning.
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is where I know as an English teacher, I can get bogged down in the details. All of my writing assignments have an assessment category for "M.U.G.S." as we call them (mechanics, usage, grammar, spelling), but those aren't actively taught and retaught every unit. We just expect students to have a certain level of proficiency at this point. However, that isn't always the case. There are MANY students who have not internalized the "rules" of writing. Their mechanics (punctuation) seems haphazard, grammar atrocious, usage nonexistent, and spelling like they fell asleep on their keyboard. However, a complete lack of those skills might not prevent them from being able to distinguish "what is directly stated in a text from what is really meant." I have to be careful to not allow my internal bias against poor writing ability to distort an accurate estimate of a student's learning and demonstration of the skill.
    • kmolitor
      kmolitor on 28 Mar 19
       
      When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
  • Will the users of the results understand them and see the connection to learning?
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is also where I struggle. Our department uses the online program Turnitin.com to give students feedback on written assessments and grade almost all work. This is partially to alleviate issues with plagiarism, but mostly because it gives students and teachers a one access point to communicate feedback. The program allows users to submit rubrics that students can see. We've started assessing rough draft using the final rubric so students can see where their work is in the rough draft stage so they know which paper criteria need work. They also can view my feedback on the paper that tells them how to fix what they need to fix. My frustration is when students aren't willing to go back and look at the feedback on the paper or rubric so they know what learning skills they still need to work on. How can we motivate them to look at the results, see the connections, and make the progress in learning?
    • kmolitor
      kmolitor on 29 Mar 19
       
      That is a great point! How do we motivate kids to go back and look at the feedback and make changes. Many of our kids just want to know what do I need to know to pass the test or assignment and once they pass that's all that matters.
    • jennham
      jennham on 02 Apr 19
       
      You have mentioned before that kids always want to know what they have to do in order to get an A or pass...but that's what I want to know when I take a course. I want/need to know what the expected outcomes are. I feel that kids have so many classes, tests, and assignments that if they don't ask those questions or think in that kind of a structured fashion that they will crash and burn. I get that we want them to LEARN and be passionate, but especially in required courses, the passion just isn't always there and the class literally is a box to check off.
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is another area where I personally struggle. The time and flexibility needed to be truly responsive is astronomical. I currently teach 4 of the 10 sections of English 10 at Indianola High School. As a class cohort, we try to be within a day or two of each other in content delivery. However, if my students don't get a concept, it's difficult to take a day to reteach since that throws off my alignment with the other teachers. It also means that I would have would have different periods at different places. I'm hoping the flipped and blended learning opportunities will help with the time and organization issues I currently have. If I can break groups up into smaller cohorts based on skill, then use flipped/blended methods for each group, I can (hopefully) accomplish more within the time frame. It makes organization more complicated, but allows more flexibility.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      This is why common formative assessments can be so helpful. If some of your students aren't getting something, it's likely that others aren't either. If you look at the whole team's formative data, it could be that everyone needs to adjust rather than just you.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      And if your class is doing more poorly than another class, you can have conversations about the different instructional practices being used. We all do our best but it's ok to not be the best. Together we can do what is best for our students.
  • Do the results provide clear direction for what to do next?
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      We receive a lot data but never do much with it. What do other schools do with their data? There are great questions within this paragraph that should be asked when the results are in. MG
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      SBL and transitioning from all letter grades is a lengthy process but very beneficial for feedback purposes. MG
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I agree with you about the SBL and how it shows a student exactly what they know or what they need to improve on. A letter grade just give them a percentage of the time they have a correct answer. Doesn't give them any information at what they know or don't know.
    • kmolitor
      kmolitor on 29 Mar 19
       
      I agree Matt, but how do we get kids to go back and internalize the feedback?
  • aim for the lowest possible reading level,
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      I am curious to see if the new Iowa Assessments focus on this. MG
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I think this is also interesting because I know there are some tests that do this purposefully to "increase the rigor" of the test. For instance, AP exams notoriously use vocabulary to make the questions harder. This is saying it could be not just separating those who know less about the content, but also those who have different background, cultural knowledge, or just English as a first language. I, too, wonder how the ISASP will do with this.
    • mpercy
      mpercy on 29 Mar 19
       
      Are we challenging our top students and preparing them for their futures when we use low reading levels? Seems to contradict what we are trying to accomplish.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      This is so very important as we are seeing a dramatic increase in student populations that are not fluent in English.
    • jennham
      jennham on 02 Apr 19
       
      I have developed a system where I always read math tests out loud. That way students are not missing information due to not understanding the vocabulary.
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      Jenn that's an interesting concept of reading the tests outloud....have never thought of doing that in a HS classroom but might help!
  • 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.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      This is an important thing to consider in the design of your course.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree, providing students multiple opportunities to show their knowledge, and understanding needs to be done.
  • 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.
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      I fall into this trap with assessments. I do need to incorporate more questions that focus on higher DOK levels. MG
    • jennham
      jennham on 02 Apr 19
       
      You are not alone. So do I. When I have an average of 70+ students to assess on math skills, these are easier.
  • Five keys to assessment quality
    • sjensen21
      sjensen21 on 28 Mar 19
       
      To summarize, the 5 keys to assessment quality are: 1. clear purpose 2. clear learning targets 3. sound assessment design 4. effective communication of results 5. student involvement in the assessment process
    • cathy84
      cathy84 on 31 Mar 19
       
      Great idea on how to use an annotation tool. I can see this being very beneficial to high school students
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      thats a really cool usage! Could see teaching my kids to do this when doing technical reading
  • grouping the assessments
    • sjensen21
      sjensen21 on 28 Mar 19
       
      Grouping assessments into levels: ongoing classroom assessment (daily work/observation), periodic interim/benchmark assessment (weekly quizzes/ group work), and annual state/district standardized assessments. I would add summative unit assessments (tests/projects) here also.
    • kmolitor
      kmolitor on 29 Mar 19
       
      Grouping assessments should give us a better picture of where students are at and help to identify where they need help.
  • cannot measure more complex learning targets at the heart of instruction
    • sjensen21
      sjensen21 on 28 Mar 19
       
      Our school district is doing the ISASP this year for the first time. This is a computer based test based on the Iowa Core. I worry how these results will be used to evaluate student mastery of content specific standards. How much effort will students put into the test and are there too many distractors that will bias the results?
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      Those are legitimate concerns. On the other hand, what this quote makes me think of regarding the ISASP is that at least the types of questions are not only selected response. So many of the standards in the Core can not be measured by the only multi-choice questions in the previous test.
  • Bias can also creep into assessments and erode accurate results.
    • sjensen21
      sjensen21 on 28 Mar 19
       
      On the new computer based standardized tests, ISASP, I worry that there will be skewed results, because this if the first time students have had to take a standardized test online.
  • descriptive feedback
    • kmolitor
      kmolitor on 28 Mar 19
       
      We do need to make sure that our feedback is helpful. Telling students "fix this" or "revise this paragraph" doesn't help them learn, the feedback needs to be more specific and point to the learning target.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I totally agree with giving feedback about why they missed a question or problem. If you just count it wrong the student might now have any idea why they got the question wrong.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I think a lot of times we default to "for a grade" but there are lots of other reasons to consider.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I think this is very important sentence. I know I don't do the greatest job of outlining learning goals everyday and explaining value in each. It's same thing for test. Are testing because its end of chapter or because you want to assess learning goals from the chapter that were the most important from the chapter and meet the standards for your class.
    • annott
      annott on 30 Mar 19
       
      I agree Tom, I am not the best at covering learning targets with students. And maybe standards based learning will help focus my lesson designing and improve student learning.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      I think it is very important that we focus on the learning that is taking place within our classrooms and not on grading. Our assessments should be an avenue to strengthen learning and to inform the teacher what they need to do for learning to continue to occur.
    • alisauter
      alisauter on 30 Mar 19
       
      This reminds me of UBD, or working backwards. The teacher knows the outcome first, and then builds the learning and assessments.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I thought the assessment brainstorming we did at the end of last week with ways to assess face-to-face vs. online was an interesting way to think of all the ways we can assess. I think as teachers we often default to a couple content-specific norms and it would be good to open up to other alternatives on occasion.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      Many years ago I remember assessing my math students at the end of the year with a multiple choice test. None of my tests during the year were multiple choice, but finals were required and it was the most efficient way to get my grades done :( I'm sure it did compromise the accuracy of the results.
  • This means that teachers need to write learning targets in terms that students will understand.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I was a part of a John Hattie book study this year. In Visible Learning he talks a lot about success criteria being so clear that students can accurately self-assess their work. I think that's a really great goal for any rubric or learning target.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Again here we should aim to write them in the lowest reading level possible
  • common assessments.
    • kylelehman
      kylelehman on 29 Mar 19
       
      I totally agree with this statement that we are assessing more than ever before. I don't think that it has to be a bad thing. However, I could see from a student's point of view that it could be overkill if they don't understand why.
  • Teachers have choices in the assessment methods they use
    • mpercy
      mpercy on 29 Mar 19
       
      Is it important for assessments to contain all 4 types of responses?
    • jennham
      jennham on 02 Apr 19
       
      I don't think so. I think the teacher is to pick the best assessment method for that particular learning target.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree with Jen. I think the teacher would need to use professional judgement to decide what the best assessment method would be. Sometimes it may include all 4 types though.
  • inform what decisions?
    • kylelehman
      kylelehman on 29 Mar 19
       
      This has been a large debate that we have been having at our district. We need some sort of feedback roll out that will say how we have managed the data and what the data is and will be used for.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I think is important part for a teacher after each assessment to use results to maybe modify teaching topics that students performed poorly on. Maybe need an extra day to cover certain topics more in depth if students struggled with it on test or maybe we have a poorly written question on the test causing students to miss points.
  • communicated
    • kylelehman
      kylelehman on 29 Mar 19
       
      This has been another large debate that we have had. We want to make sure that our assessments are given back in a timely manner but we also want to make sure that they have correct and accurate feedback as well as to help the student know what they did well and where to improve and all of that takes time.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      TIME! It's a four-letter word in teaching! The feedback we give students is WAY more important than the grade, and way more time consuming. How do we effectively give the feedback necessary for student growth in a timely manner? I'd love to hear strategies from others here.
  • Summative applications
    • kylelehman
      kylelehman on 29 Mar 19
       
      I think that this becomes more and more important as we look into SBG. Summatives are what tell you the story of how the students mastered something and if you want to see the evidence along the way, that becomes the formatives.
  • Periodic interim/benchmark assessments can also serve program evaluation purposes, as well as inform instructional improvement and identify struggling students and the areas in which they struggle.
    • mpercy
      mpercy on 29 Mar 19
       
      Our math department has been looking at the AAIMS tests for Algebra students which could be used as data to support the learning taking place.
    • annott
      annott on 30 Mar 19
       
      This makes me think of the concept of scaffolding. Which I have used in my classroom when lesson designing. Now I need to do the same thing with assessing. Assess students periodically both formative and summative.
  • minimizing any bias that might distort estimates of student learning.
    • kmolitor
      kmolitor on 29 Mar 19
       
      As teachers we do have to be careful of bias and making assumptions. When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
    • cathy84
      cathy84 on 31 Mar 19
       
      I completely understand this. Teaching writing and reading at the secondary level is so very difficult.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
  • Knowledge targets, which are the facts and concepts we want students to know.
    • annott
      annott on 30 Mar 19
       
      As our district moves toward standards based grading, understanding our knowledge targets is naturally happening during this process.
    • alisauter
      alisauter on 30 Mar 19
       
      We are working on Power Standards in our buildings. I think this would fit with those too.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      It all goes back to 1) what do we want them to know and 2) how will we know when they know it. We are working hard on choosing power standards. It is a long and exhausting process but a necessary one. Even after power standards are chosen, we need to break them down into learning targets our students can understand.
  • students to track their own progress on learning targets
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self assess their percieved understading of a learning target. This self assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I think allowing the students to self-assess and set goals is really beneficial. I like the idea of using red light, green light, and yellow light for students to show the teacher their understanding.
  • performance assessment or personal communication may be less effective and too time-consuming
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      One dilema that teacher face is the factor of time which we all know. I have worked with teacher who have over 200 students in their classes and often default to a selected response assessment item even when a performance based would be more appropriate. It is challenging to assess and provide feedback in timely manner with this many students. This is not an excuse, but a barrier that needs to be explored.
  • or making the correct answer obvious
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I would also suggest to make non correct answers plausible and avoid answers that are glaringly impossible. If student select the incorrect answer then teachers could be able to identify misconceptions from an item analysis.
  • dependable data generated at every level of assessment.
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I wonder how much professional develoment or preservice teacher training is spent on looking at data to make decisions. There is most likely a range of understanding of what data should be used to design instruction. This is why is it good to have a strong PLC for teachers to work through data and assessment creation (which is really challenging in itself).
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      we are starting this assessment process and it is very challenging
    • mistermohr
      mistermohr on 05 Apr 19
       
      It is amazing to me that data acquisition/analysis and student feedback/scores are largely two separate endeavors. In this day and age, these should be the same step. Without some automation, I don't think this can actually be done. At least not in a meaningful manner.
  • track their own progress on learning targets
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self-assess their perceived understanding of a learning target. This self-assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
  • if students will be the users of the results because the assessment is formative
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Use of formative assessment is vital to the success of students and to inform teachers. this should be a daily practice and done through multiple types of measures.
  • n the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • alisauter
      alisauter on 30 Mar 19
       
      Is this because educators had more trust among these stakeholders back in the day?
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
    • alisauter
      alisauter on 30 Mar 19
       
      We need to be teaching assessment literacy in teacher prep classes.
  • inform students about their own progress
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      Shouldn't this be the goal of all assessments? If it serves other purposes great. If this does not become the focus of the assessment, then a student will start chasing points.
    • mschutjer
      mschutjer on 28 Apr 19
       
      Ideally testing should serve the purpose of helping the teacher and student see areas where they need improvement...
  • clear curriculum maps for each standard, accurate assessment results, effective feedback, and results that point student and teacher clearly to next step
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      I believe that this is important because highlights the role feedback plays in the assessment process. I think we often forget feedback.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree, feedback is really important. It also needs to be provided as quickly as possible.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Feedback is most certainly key for something that can be so subjective like writing, but I also think providing feedback on LOT can also improve students understanding. I know that is something I struggle with - leaving the necessary feedback. There's always a time crunch, and sometime students that assessed well receive little feedback even though they could use it too.
  • students can use the results to self-assess and set goals.
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      We need to model how to self-assess and set goals. I was guilty of expecting that my students knew how to do this.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Yes. It is indeed a paradigm shift for teachers and students. Modeling the process to students and talking about it will help them get the most out of the assessment process.
  • learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      I wonder if the creators of ISASP has taken this into consideration. It would be interesting to learn how they accomplished this.
    • cathy84
      cathy84 on 31 Mar 19
       
      Excellent point!
    • cathy84
      cathy84 on 31 Mar 19
       
      I wonder who "we" are when the authors say "we're betting." I don't think it's the teachers, for we know the limits of testing.
  • cultural insensitivity.
    • cathy84
      cathy84 on 31 Mar 19
       
      I think this is a way bigger problem than ,most people realize.
    • cathy84
      cathy84 on 31 Mar 19
       
      I think this is a real problem with ISASP
    • zackkaz
      zackkaz on 03 Apr 19
       
      I'm willing to let ISASP run its course though - I think it is vastly improved from the old ITBS. At least it does have open ended questions and require students to process and write instead of the good ole A, B, C, or D.
  • Making decisions that affect individuals and groups of students on the basis of a single measure
    • robertsreads
      robertsreads on 01 Apr 19
       
      The idea that a single measure can accurately assess students is absolutely baffling to me. ~KMR
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      definitely a scary concept with the large presence and weight placed on these assessments
    • mschutjer
      mschutjer on 28 Apr 19
       
      it seems this concept totally contradicts what education stands for. Only good test takers like these tests.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
    • robertsreads
      robertsreads on 01 Apr 19
       
      I could not agree with this more. The amount of hours we spend preparing students for a single test is astounding. The time would be better served to actually teaching students content.
  • 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.
    • robertsreads
      robertsreads on 01 Apr 19
       
      Given the requests for data from our administrators and other stakeholders, this is imperative.
  • From a summative point of view, users at the classroom and periodic assessment levels want evidence of mastery of particular standards; at the annual testing level, decision makers want the percentage of students meeting each standard.
    • robertsreads
      robertsreads on 01 Apr 19
       
      It is more beneficial for students to demonstrate mastery of standards than for students to test well.
  • assessment formatively
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      I feel like we could do a better job of formatively assessing students. When students hear the word assessment, they think quiz or test and they get apprehensive. We need to change their mindset and show them how they can use formative assessments (exit tickets, class polls, one-minute papers, etc) to help them take control of their own learning.
  • the use of multiple measures does not, by itself, translate into high-quality evidence
    • jennham
      jennham on 02 Apr 19
       
      I happy to say that in our district we are working very hard at using only those assessments that we find useful to both the teachers as well as the students. We have drastically cut back on the number of assessments our students take.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jennham
      jennham on 02 Apr 19
       
      I feel this takes us dangerously close to teaching to the test. Is that really what is best for students? Changing everything around in order for them to score well on standardized tests? If the goal is truly to benefit students and how they learn, I am all for it no matter what.
  • "I can make good inferences. This means I can make a guess that is based on clues."
  • Who is the decision maker?This will vary. The decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • zackkaz
      zackkaz on 03 Apr 19
       
      For those that teach AP they also have the AP board to assess
  • or summatively—to feed results into the grade book.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Evan, just curious since you suggested that potentially the answer is no grade book? How would use summative assessments? Would students just keep repeating until they were garnered proficient?
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      so important to consider all 3 levels when planning
  • Reasoning targets, which require students to use their knowledge to reason and problem solve. A reasoning target in math might be to use statistical methods to describe, analyze, and evaluate data. Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency. Product targets, which specify that students will create something, such as a personal health-related fitness plan.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      These categories of learning targets seem to tie in nicely with authentic learning.
  • balanced system
  • balanced system
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Do districts map out these different groups of assessments on a yearly calendar? It would be interesting to see how many days a year are students engaging in assessment and also the types of assessment.
  • overflow of testing
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Yes. There is a lot of testing these days One of my friends mentioned that between testing and snow days she hadn't "taught" from MLK day to almost President's day. Needless to say she was anxious about how well students wee going to demonstrate learning when they hadn't had much instruction for over a month.
  • schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • mistermohr
      mistermohr on 05 Apr 19
       
      I think that these decisions are made too infrequently. One test may place a student in a group that is not in your zone of proximal development. They may be stuck there for quite some time.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
    • mistermohr
      mistermohr on 05 Apr 19
       
      and to think of the potential impact on opportunities available to students...crazy
    • mschutjer
      mschutjer on 28 Apr 19
       
      too much time is spent testing....
  • about the overall level of students' performance.
    • mistermohr
      mistermohr on 05 Apr 19
       
      From my experience, most of the high stakes testing explicitly states that the results should not be used on the individual student decision making level. Oh the irony....
  • ults
emmeyer

ollie-afe-2018: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

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

shared by emmeyer on 04 Feb 18 - No Cached
  • there are a number of formative assessment strategies that can be implemented during classroom instruction
    • jhazelton11
      jhazelton11 on 04 Feb 18
       
      technology has made access to formative assessments easier (in my opinion) because once they are created.... they are usually there forever
    • carlarwall
      carlarwall on 10 Feb 18
       
      There are so many strategies that teachers can use to formatively assess. Some can be more informal than others, but they provide great insight into supporting teachers with the planning of their next steps.
  • The students must be actively involved in the systematic process intended to improve their learning.
    • jhazelton11
      jhazelton11 on 04 Feb 18
       
      This can be a challenging concept to teach, especially to high schoolers--- that they need to take part of their own responsibility in learning
    • bbraack
      bbraack on 04 Feb 18
       
      I agree that students do need to take responsibility in their own learning. Many times high school students don't do this, they just do the work asked and it is up to the teacher to do all the work in order for them to learn or understand.
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      I have not personally done this, but data notebooks are a great example of this. I have students reflect on scores but I have not asked them to keep a notebook or journal.
    • blockerl
      blockerl on 13 Feb 18
       
      Yes! We struggle so much getting students to self edit their papers. However, it is important for them to review what they have written and improve their skills. The more we can encourage students to do this the better.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward
    • jhazelton11
      jhazelton11 on 04 Feb 18
       
      I know that often times teacher build in stepping-stones (formative feedback) to give students feedback on larger writings or projects along the way. What happens when kids don't turn these rough drafts in on time, though?
    • Kim Foley-Sharp
      Kim Foley-Sharp on 12 Feb 18
       
      That is a great point. Some of my LA teachers "assign" a copy to every student in Google Classroom - this way they can monitor the student work as it is being completed. Many give feedback throughout the process and are able to catch issues and help students to fix them before the rough draft is turned in. Is it perfect - far from it - but students are getting more timely feedback.
  • ...64 more annotations...
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • jhazelton11
      jhazelton11 on 04 Feb 18
       
      I like the idea of having students create the rubric that they will assess with- it gives them buy in and ownership, plus makes them understand the expectations more clearly
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • jhazelton11
      jhazelton11 on 04 Feb 18
       
      I worry about creating this type of collaborative culture online... I know there are plenty of tools, but I'm worried it won't "feel" the same.
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      In my opinion, a key part of creating this collaborative feel is to make sure students feel like part owners in the process. They need to feel like the learning is something they are doing instead of being done to them. The potential for handing off control in the online class is greater because a student is independent, however the challenge for the teacher is to make sure the student doesn't feel along.
  • classroom culture
    • brarykat
      brarykat on 04 Feb 18
       
      This is one of the most important aspects of teaching to me after knowledge of content.  Students and staff should feel safe, respect for others, acknowledge and celebrate our diversity, consistency, and honesty. Falsifying test results, assessments with purposeful trick questions, and threats over scores is very disturbing.  These things should not happen if the classroom culture matters to the teacher.
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning.
  • further
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning.
  • further
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning.
    • brarykat
      brarykat on 04 Feb 18
       
      I agree that peer feedback can deepen the student's learning.  But I also know from experience it won't have the desired outcome without participants taking the exercise seriously.  They need to find value in helping others and listening to critiques.
  • constructive feedback
    • brarykat
      brarykat on 04 Feb 18
       
      Constructive feedback needs to be modeled by the teacher for students to do this successfully.  Professional development refreshers and training may need to be provided for teachers to attend.
    • staudtt
      staudtt on 07 Feb 18
       
      I do like that there are many ways to do this now. Google Docs has made this easy with commenting. Of course we can use Diigo to. There are also several voice and video tools to use too.
    • blockerl
      blockerl on 13 Feb 18
       
      I agree that refreshers and training needs to happen for this time of constructive feedback. This would be a great PD for curricular area professional developments.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • brarykat
      brarykat on 04 Feb 18
       
      I appreciate McManus' statement that descriptive feedback should relate to these three questions.  Rubrics can also help the student know where they are going.  Learning progressions can help the teacher assess where the student is presently.  Descriptive feedback can be given frequently to help the student know how to close the gap.  
    • staudtt
      staudtt on 07 Feb 18
       
      This is a great way to break down the process. Sometimes with time constraints of classes and the school day it can be tough to do effectively with students. But for the really important "stuff" this is a great process.
    • carlarwall
      carlarwall on 10 Feb 18
       
      I really appreciate these three basic questions. They can be used for teachers as they look at student work and plan and they can also be used for students in their reflection process.
  • It should avoid comparisons with other pupils
    • brarykat
      brarykat on 04 Feb 18
       
      McManus mentions how important it is not to compare the work to other students.  This should be a golden rule, one not to be forgotten.  
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Agreed. Giving specific feedback on only that students work is critical. Learning is then more individualized and not compared.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bbraack
      bbraack on 04 Feb 18
       
      I think at first many times formative assessment was looked at as having to have some type of quiz or quizzes during the unit to say that they were given to the students. I think more teachers are now realizing that it is a "process" to help the students learn and understand and not just something the teacher has to give during the unit.
    • jwalt15
      jwalt15 on 13 Feb 18
       
      I agree with Bryan. At first, I believed that formative assessment was referring to quizzes given during a unit to determine a final grade. I now understand that it is a process for teachers and students to reflect on their instruction or work during the learning process. It is a tool that is a more powerful indicator of the learning that is or isn't taking place and allows for adjustments in instruction.
  • the teacher listens for the rules or properties in the explanations, and this becomes the focus of her feedback.
    • bbraack
      bbraack on 04 Feb 18
       
      Listening to students or discussing with them is a good way to assess whether a student knows the information, concept or procedure. Formative assessment doesn't always have to be a quiz that is graded, it can be talking to the student and discussing their progress.
    • dassom
      dassom on 13 Feb 18
       
      I huge mindshift as a math teacher is that sometimes it's not about actually solving the problem but being able to explain how to solve the problem. When you get into high level math basic computation errors can mess up a whole problem. It the problem were adjusted to explain the process the basic mathematical computations would be eliminated from assessing student understanding.
    • Jen Van Fleet
      Jen Van Fleet on 14 Feb 18
       
      I love this. Art standards and instruction is also being focused more on the process rather than solely on the product. Totally different set of values and viewpoints.
  • students can work in pairs to review each other’s work to give feedback. A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • bbraack
      bbraack on 04 Feb 18
       
      Peer review using a rubric or guidelines will help in showing both students what is important and that the student that is reviewing isn't just making things up and trying to be critical. Having the teacher model the behavior and show what is acceptable and unacceptable is important because students don't necessarily know how to do this and might not feel their is a safe learning environment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 12 Feb 18
       
      This is a great way to use peer review. If the students know the rubric expectations and then can break off into smaller groups to do the more specific peer reviews. Having the teacher go over the rubric first and then modeling what the peer review looks like gives the students a sound foundation.
  • nstruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals
    • hansenn
      hansenn on 06 Feb 18
       
      he results could be that some students have learned the material and some need more time to learn. The teacher would then have to develop a plane to assist the students that need more time and how to extend the learning for students who have already learned the objective.
  • provide opportunities for students to monitor their ongoing progress.
    • hansenn
      hansenn on 06 Feb 18
       
      I have seen teachers use student monitored formative assessments where students will rate their own learning from a 1 -10. One teacher used different colored cups to rate their own learning. Students would put a green cup out if they understand and a red cup if they did not
    • dykstras
      dykstras on 06 Feb 18
       
      I commented on this above. Simply telling the students where they are in the learning process, while important, is not enough. The students need to take ownership of their learning. i used a similar activity Noel, where students rated their learning 1-4 on a google form and i used that data to form small groups the next day. I experienced mixed results as the students eventually just started giving themselves 3s and 4s to avoid small group work.
    • staudtt
      staudtt on 07 Feb 18
       
      I have not done this very well as an educator and appreciate the feedback. The key to me would be would students be truly honest with their self evaluations. Sometimes it seems the kids that struggle the most for me are looking for the easy way out.
    • lisamsuya
      lisamsuya on 09 Feb 18
       
      That's interesting, but it makes sense that most students knowing that their rating would mean small work instruction would start claiming they were fine. So, it makes me think that actual checks on the skill itself are needed to really determine understanding.
    • carlarwall
      carlarwall on 10 Feb 18
       
      I think as teachers we need to use a combination of student self reflection and teacher evidence as our guide for helping students to move forward.
    • dassom
      dassom on 13 Feb 18
       
      I still struggle with this element when assessing students. I may giv the may give them a quick exit ticket to see what I need to change but never give them feedback on how they did. In our learning about rubric it might actually help the kids set some personal goals to improve and I need to be better about this. I think it's important that the students be involved in determine what are the appropriate next steps whenever possible.
  • instructional goal to students.
    • hansenn
      hansenn on 06 Feb 18
       
      Students should always know the objective of the lesson and why it is important for them to learn it. They cannot monitor their progress if they do not know the goal.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      This is a reason why learning targets are so important and need to be explained and up for students to see in the classroom.
    • tifinif
      tifinif on 14 Feb 18
       
      Agreed to both! Do parents ever see these learning targets? That again would be helpful with communication so that everyone is on the same page.
    • Jen Van Fleet
      Jen Van Fleet on 14 Feb 18
       
      One of my favorite things to do in a classroom is ask a student what he/she is learning at that time. You know right away whether a teacher is identifying/posting/reiterating/supporting learning targets if the student can articulate the goals of their learning.
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • hansenn
      hansenn on 06 Feb 18
       
      Teachers might also discover they forgot a step in their learning progression. Sometimes I think students will have certain background knowledge and then discover they do not.
    • dassom
      dassom on 13 Feb 18
       
      A focus in our collaborative teams is to write out learning targets for upcoming cylces, it we could add the element of a matching common formative assessment it would help the teachers see the students learning and the unit or cylce is progressing.
  • peers are involved there are many more opportunities to share and receive feedback.
    • hansenn
      hansenn on 06 Feb 18
       
      You have to teach students how to do peer reviews, or they do not work. Sometimes I find students will be immature when reviewing other students work if you do not set up the ground rules.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 12 Feb 18
       
      Teaching the students the process of doing peer reviews is critical. The students can't do the process if they don't understand the process.
  • teachers and students receiving frequent feedback.
    • nickol11
      nickol11 on 06 Feb 18
       
      This is so important to provide feedback in any form not only to students but I also feel its important for teachers to use it as feedback for ourselves. In addition, especially with older students, it may be impactful to have students provide you with feedback to the formative assessment - did it work, how could it be modified to make more sense or meet their learning styles, etc.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Feedback is critical. It doesn't matter whether it is at the k-12 or higher ed. level or even life, feedback helps us to learn and to grow.
  • criteria
    • nickol11
      nickol11 on 06 Feb 18
       
      I truly feel that this is essential in having students really understand and give them the best chance for proficiency from the start. From the get-go, students need to know what it is they are trying to achieve and perhaps a road map of how they may get there. That road map may not be specific to induce problem-solving and creativity but it will prompt their direct. In addition, I feel it is important to model examples for students that have used the criteria well, not so well and middle ground.
  • timely feedback
    • nickol11
      nickol11 on 06 Feb 18
       
      I would also include contains academic language that derives from the content area, unit and lesson objectives.
    • leighbellville
      leighbellville on 10 Feb 18
       
      Timely feedback is important. Too often we as learners have felt frustration if we do not receive feedback in a timely manner. We have to move forward uncertainly in these instances and do not know what the outcome will be moving forward. Most of us have faced this at some point. I often keep that in mind when working with students. If my students were working on a lengthy essay, then I would walk around the room and read a paragraph and provide feedback for each student during every class. Then, they can make adjustments during the writing process versus waiting to provide feedback at the end of the unit. If formative checks are not completed along the way with descriptive feedback, then students can feel frustrated when they think they were on the right track and receive a low score because they did not meet all the expectations of the teacher.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      I see this with teacher now that they give assessments but don't give the results back in a timely fashion. It is detrimental to the student learning and growth.
    • Mike Radue
      Mike Radue on 11 Feb 18
       
      I would rewrite the title of this section descriptive and timely feedback. I think it's that important. As Leigh points out, a little bit along the way helps avoid the big logjam at the end of a learning unit. Finding ways to accelerate feedback cycles helps students adjust faster and progress further.
    • krcouch
      krcouch on 12 Feb 18
       
      probably the most important thing in assessment...giving feedback quickly and not weeks down the line.
    • emmeyer
      emmeyer on 21 Feb 18
       
      So true, this is one of the most important parts to the assessment, if the feedback is not timely, it is not anywhere near as effective!
  • provide structure and support so students learn to be reflective of their own work and that of their peers
  • constructive feedback to each other,
    • nickol11
      nickol11 on 06 Feb 18
       
      I feel like this can be the most challenging for students. They sometimes don't want to feel like they are "judging" or being "judged". It is important for them to realize what constructive criticism is and that is ok to give and receive feedback.
    • leighbellville
      leighbellville on 09 Feb 18
       
      Teaching students how to provide constructive feedback is essential. We have been working on this with students during substantive conversations taking place. Teachers can provide conversations starters and prompts to assist students when they are first learning how to build on another students idea or to challenge an idea, etc.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 12 Feb 18
       
      Agree with both of you. It is critical that we teach students how to give constructive feedback. This can be done through teacher modeling of the process along with students practicing how to do it.
  • used by teachers and students
    • dykstras
      dykstras on 06 Feb 18
       
      I think this is the most overlooked part of formative assessments. These are of course for the teacher to form instruction moving forward, but the students should use it as well Teaching students to formatively assess their own work is very powerful and discourages 'making the same mistake twice.'
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Agreed. It can and should be used by both teachers and students to reflect on their work.
    • krcouch
      krcouch on 12 Feb 18
       
      I agree we need to use them as teachers and students. Students need to be a part of the assessment process
    • jwalt15
      jwalt15 on 13 Feb 18
       
      I also agree. Formative assessments are powerful tools for both teachers and students to use to improve instruction and learning.
    • tifinif
      tifinif on 14 Feb 18
       
      Agreed to both. Dont' forget that this information (especially in an elementary settying) is perfect to show parents,especially those who want to know specifics.
  • a step that is neither too large nor too small
    • dykstras
      dykstras on 06 Feb 18
       
      Differentiated instruction at its best right here! "One size fits all" might work for an initial learning progression, but through formative assessments you might find some are ready to move on to the next progressions while some may need some reteaching, or at least a slower pace through the progressions. Two of our district's guiding questions are "What to do when they don't learn it?" and "What to do when they do learn it?" Unfortunately these two questions and answers might be happening at the same time in your classroom. A good teacher is prepared to do both!
    • jwalt15
      jwalt15 on 13 Feb 18
       
      Nicely stated Shawn. Formative assessments provide a teacher with a real time snapshot of where students are with their learning. Ideally, all students would be at the same place in their learning of a concept or topic. However, experienced teachers know that in reality that rarely happens and adjust their instruction to improve all students' achievement.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      I really like this definition. I think when someone hears the word assessment that it automatically means they are getting a grade - when in reality it is a check for understanding to adjust teaching/learning.
    • staudtt
      staudtt on 07 Feb 18
       
      I agree that I really like the definition. I think it is something that has meaning, but those that aren't educators can still understand. Sometimes in education we tend to get a little to "fancy" with our definitions and in the end no one knows what it really means.
    • carlarwall
      carlarwall on 10 Feb 18
       
      My takeaway from this definition is that it is a process used by teachers and students. The only thing I would add to this definition is that formative assessment is something that not only happens during instruction, it should also be happening before and after instruction.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      I really appreciate the words to improve student learning. Isn't that what we are all about. It is not a show where teachers are in front just dictating information for students to regurgitate but to synthesis and hold on to for future use.
    • Mike Radue
      Mike Radue on 11 Feb 18
       
      I zeroed in on the word "process." Formative assessment is not a single event or a series of events. it is a process designed to provide feedback and adjust along the way...exactly what a process is.
    • dassom
      dassom on 13 Feb 18
       
      The "during instruction" is a huge mindshift for some teachers. Every time the assess the students they get hung up on how much teaching they have given. I give assessments just to see how much further I need to go before the class masters the concept.
    • jwalt15
      jwalt15 on 13 Feb 18
       
      Many aspects of this definition provided me with a clearer vision of a formative assessment. A "process" describes the relationship between teachers and students during instruction. "Provides feedback to adjust ongoing teaching" describes the need for teachers to check for understanding and adjust instruction accordingly. Finally, "to improve students' achievement" describes what teachers strive to do daily.
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
  • accompanied
    • dykstras
      dykstras on 06 Feb 18
       
      Trying to piggyback on a couple of highlights already in this paragraph, communicating the goal and providing criteria. This has been an extreme challenge for me this year switching to standards based grading. I mean it's easy to tell the kids what the standard is, but making them understand what proficient work looks like ahead of time is the challenge. I (and our district) am trying to use rubrics to do this.
  • While evidence exists in varying degrees to support the five attributes presented, there is clearly no one best way to carry out formative assessment. The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      This sums up the article. We need to individualize for our students. We need to meet them where they are at - but push them to grow based on what they need and not just canned assessments etc.
  • Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • dykstras
      dykstras on 06 Feb 18
       
      I totally agree with this attribute ... eventually. In my intervention process I make 'awareness' the first step. In other words, I just let the student know their work was wrong, or didn't meet proficiency. This is usually marked with a simple mark, checkmark, x, etc. If the student can then self asses their own mistakes and resubmit work with an explanation of what they did wrong and how they fixed it, I don't intervene any more. If they can't, I begin the formal RTI process, where this statement comes into play heavily.
  • learning is their responsibility
  • Collaboration
    • dykstras
      dykstras on 06 Feb 18
       
      Big educational buzz word, collaboration. But we primarily hear of it in regards to just teacher collaboration (CTT, PLC, etc.) or student collaboration (small groups, peer-evaluation, etc.). For effective formative assessment to work, there needs to be this third layer, teacher-student collaboration, beyond just instruction from the teacher and assessment by the student. The five points in this article should be a must read for all teachers to become more effective!
    • Jen Van Fleet
      Jen Van Fleet on 14 Feb 18
       
      Agreed. Students are often left out of the conversation where they could be a part of the instructional design. Student goal setting has a really high effect size, and if they know how they will be measured, they are more likely to move toward those goals.
  • realistic examples
    • staudtt
      staudtt on 07 Feb 18
       
      This is a tricky one for me as well. I do this sometimes to make sure students understand what I'm looking for. At times I decide not to as I don't want students to look at a model and think "ok, if it looks just like this then I've done what I need to do". At times I think showing examples can hinder a students creative mindset.
  • d make adjustments to instruction accordingly
    • lisamsuya
      lisamsuya on 09 Feb 18
       
      I have struggled with the idea of adjusting instruction on the fly or overnight especially when there are 125 kids to adjust for. But, I did appreciate the ideas in the lessons of this week that talked about having a bank of activities, videos, etc. at my fingertips to use just at the right time.
    • krcouch
      krcouch on 12 Feb 18
       
      I agree that sometimes we need to do this...I have actually done this while teaching a digital citizenship lesson when I realized they had no idea what I was talking about and adjusted it right then and there.
    • Jen Van Fleet
      Jen Van Fleet on 14 Feb 18
       
      Lisa, one thing to consider is looking at the learning targets a head of time and trying to anticipate the pitfalls students might find themselves in and how you would correct those misconceptions. That way when it comes time for that quick check/daily data, you are able to adjust instruction without throwing out the playbook.
    • emmeyer
      emmeyer on 21 Feb 18
       
      Making sure that we, as teachers, are constantly adjusting our instruction based on formative assessments, observation, to best meet their student's needs.
  • explicit learning progressions
    • lisamsuya
      lisamsuya on 09 Feb 18
       
      Jim Knight recommends something similar to learning progressions, learning maps. I haven't utilized that strategy enough, but I think I will make it a goal to do so.
  • on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
    • lisamsuya
      lisamsuya on 09 Feb 18
       
      I would add that it actually needs to be a school culture for students to become involved in their learning, not just a class culture. I think the annotations to this article about most students do not act responsible for their own learning support this. For students to become partners, they need much practice and opportunities to do so in numerous classes in different formats and structures as described in the first four attributes of assessments. Plus, the affective attributes of a school as described in #5 . .. respect, transparency, appreciation of differences have to also be present for students to feel like partners. That is so hard to get a whole school to exhibit these qualities. But, I submit that one classroom cannot do it on their own.
    • Mike Radue
      Mike Radue on 11 Feb 18
       
      I've been thinking a lot about the student's experience throughout the school day in terms of technology. That is, most of the teachers at our school have a Google Classroom, but not all. There are differences between how Classroom is used between teachers. Point being, without a overall school culture, students experience 7 cultures a day when they change classes. In one period, they have the trust and transparency thing going on and then classes change and a student finds themselves in a more restrictive culture of sharing and learning. This is a tough task for teenagers to navigate on a daily basis. We should be mindful of this and aspire to bring our classroom cultures closer together in terms of look and feel.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 12 Feb 18
       
      I wholeheartedly agree! This can't be something that is taught or used in isolation. Students need to learn the process of being involved in their learning. This is most easier said than done. Students have been conditioned to sit and learn - thinking that the learning just happens from what the teacher is doing in class. This whole process is a mindshift that takes some time to grab hold to be successful.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction
    • leighbellville
      leighbellville on 09 Feb 18
       
      It is promising that teachers are beginning to discuss their formative assessments more frequently in my building, and one teacher asked for resources to assist her in varying the methods of formative assessment she uses. Recently, the importance of formative assessments was emphasized during a Science PD that I attended as well. There should be formative (ungraded) checkpoints along the way to monitor student understanding.
    • krcouch
      krcouch on 12 Feb 18
       
      LOve love love! we need to use assessment to drive further instruction...not just move on because the pacing guide says so. and create goals so the students know what they need to get to
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • leighbellville
      leighbellville on 10 Feb 18
       
      Creating an environment of safety and trust is important. The article mentions modeling by the teacher of the behaviors when interacting with students, and this cannot be emphasized enough. Students need reminders and modeling. Protocols for discussions should be in place, and students should be encouraged to interact with peers frequently with these in mind. The more students practice these skills the less time one needs to spend covering these expectations, but reminders are still necessary.
    • srankin11
      srankin11 on 12 Feb 18
       
      Agree!! Safety and trust is very important as students are working together. The teacher may want to consider what project(s) they start with during the school year (or semester) to build that collaboration among peers. We can learn so much from each other and that includes the teacher.
  • students’ ability to reason in increasingly complex ways
    • Heather Whitman
      Heather Whitman on 10 Feb 18
       
      This jumps out at me. The purpose of scaffolding and modeling along with high rigor for all allow students to reasons increasingly concept text. Let us not forget that teaching is incredibly difficult, and it truly is this that makes it challenging to do it well. But when done well, the results are amazing.
  • formative assessment process involve both teachers and students
    • Heather Whitman
      Heather Whitman on 10 Feb 18
       
      Often, teachers use informal data to drive instruction or make quick decisions. I think in the last 10 years there has been much more focus on metacognition. Teachers should and will formulate ideas informally. I think the key is goal setting and kids truly identifying where he/she is and communicate it in some way.
  • Remember the success criterion.
  • two stars and a wish
    • Heather Whitman
      Heather Whitman on 10 Feb 18
       
      I like this terminology. Through the years, we would read others writings and give feedback or other activities. I would say give at least 2 positives and one idea for improvement. I think this terminology is excellent! This definitely takes a lot of modeling as this is difficult for many. Modeling with the rubric is a way to explain how to use a rubric. This must be practiced often.
    • carlarwall
      carlarwall on 10 Feb 18
       
      I have actually planned a lesson with a teacher who used this type of feedback in art with her fifth grade students. It was a great way for students to work together and it gave them a great framework for discussion.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      I like the idea of this strategy two stars and a wish. This allows for some guidance to be utilized while working with other students work.
  • involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • Heather Whitman
      Heather Whitman on 10 Feb 18
       
      This truly only works in a growth mindset classroom vs. a fixed mindset. For the students or teachers who do things just to get done or just to get the "A", this is tough and often time rushed through. It think it takes a lot of discussions about why we learn. The focus on the learning process and not the final "grade" has to be key. This is much, much harder than it sounds. It goes full circle on how to create the formative and summative assessments. Are we focusing on just the final product or the process? This is hard.
  • Learning progressions describe how concepts and skills build in a domain
    • carlarwall
      carlarwall on 10 Feb 18
       
      Many schools and districts are working on creating unit organizers for instruction based around standards. This piece of that planning is so important. The creation of the progression based around the standard is valuable work for classroom teachers to help develop and plan around learning targets. Another piece of learning progressions though is looking at the work students have done with that standard in the grade level before and also looking ahead to the grade level to come.
  • inform instruction and learning during the teaching/learning process
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      I agree with this statement and like the emphasis on informing instruction and learning during the process. It is as much for the teachers to change their strategies as anything.
  • unequivocal
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      It is not up for discussion. The process requires both the teacher and the student actively involved.
  • sufficient detail for planning instruction
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      I feel sometimes teacher become such expert in their content, especially at the secondary level, they forget about the details it takes to get to the big picture.
  • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      Self-reflection and peer assessment are important for students to grow their thinking. This requires teachers the opportunity to work with one on one or small groups of student to do this self reflection.
  • peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      This peer reflection needs to be a process that is taught on how to accurately do this. It is also an opportunity for the student to be doing self reflection while reflecting on peers work. They are constantly learning and growing as learners.
  • they must feel that they are bona fide partners in the learning process
    • stephlindmark
      stephlindmark on 10 Feb 18
       
      The classroom must be a safe environment where risks can be taken and students know it is okay to make mistakes and learn from them.
  • teachers have the big picture
    • Mike Radue
      Mike Radue on 11 Feb 18
       
      In working more with the concept of learning progressions, I think the biggest benefit is the emphasis on the big picture. As I reflect on some projects that didn't work out quite right, I think had I shared more of the big picture, students would have performed better. I could see where they didn't understand how the part related to the whole. As this section discusses, you have to provide other details and goals to support the big picture.
    • srankin11
      srankin11 on 12 Feb 18
       
      Agree! The big picture is important for not only the teacher to have, but also the students. When you can provide the big picture with details and goals to support it to students, hopefully the results of the learning will be better.
  • Effective formative assessment
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      I think there is a significant jump (especially at the HS level) to move from formative assessment to effective formative assessment. Often, it is simply about the grade and not about the learning or responsive instruction.
    • blockerl
      blockerl on 13 Feb 18
       
      I agree with you. I think sometimes teachers seem less willing to carry out more effective formative assessment because it is more work.
  • a teacher could identify the “just right gap”
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      It is really challenging to identify this gap but even more challenging to respond appropriately to it - especially with class sizes of 25+. of course those aren't excuses to not do it.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • trgriffin1
      trgriffin1 on 11 Feb 18
       
      I think the criteria for success is too often simply the score on the quiz or test. A letter grade or % is not descriptive feedback for most students. As teachers we need to clearly articulate what success means and what the goals are.
    • dassom
      dassom on 13 Feb 18
       
      This makes me think of the rubrics and how they could make the student's progress be communicated with them. If you gave an an assessment that has multiple learning targets a rubric might better show them where they did well, and where they could improve on. A percentage grade would not communicated how they did on each "section" of the assessment.
  • communicated using language readily understood by students
    • srankin11
      srankin11 on 12 Feb 18
       
      Students need to understand the language you are speaking. If they don't, they are already a step behind. This may require differentiating so all students are successful!
  • particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • srankin11
      srankin11 on 12 Feb 18
       
      I believe this feedback is so valuable to student achievement. With the discussion and/or suggestions, students will know how to improve. This feedback could also allow students to clarify questions they may have. Taking the time to give descriptive feedback is valuable to student learning.
  • but also to increase student scores on significant achievement examinations.
    • stephlindmark
      stephlindmark on 12 Feb 18
       
      I like this idea of increasing student scores instead of seeing what students don't know. It is in line with how education is changing to fit PLC and the MTSS System.
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning.
    • dassom
      dassom on 13 Feb 18
       
      I like the idea of peer assessment but I think it would be helpful to have clear expectations (like a rubric or checklist) of what the students are looking for so they aren't over critical or give "wrong" feedback.
  • In this particular lesson, students have been asked to write an opening paragraph to their speech with the success criteria of introducing their topic in a way that engages the audience. The feedback the teacher gives to one student is, “The opening paragraph does not capture the audience’s attention because it does not clearly state what the speech is about. However, the opening sentence of the second paragraph states you
    • blockerl
      blockerl on 13 Feb 18
       
      I like how the teacher is providing feedback to the student throughout the process of writing. That is a challenging task to do all the time, but it is great practice.
  • formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • tifinif
      tifinif on 14 Feb 18
       
      If we are not using formative assessment along the way, then we are setting our kids up for failure in the long run. Teachers can use this information to change the way they teach and to help kids with specifics.
  • Sharing learning goals
  • teachers and students receiving frequent feedback.
    • emmeyer
      emmeyer on 21 Feb 18
       
      I love that they put teachers and students. This is key...students also need to know what the feedback is so that they understand where they lie and what they need to do to get better.
  • formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • emmeyer
      emmeyer on 21 Feb 18
       
      Agreed. When teachers look at formative assessments, this gives them a view of where the students are in order to change instruction to best fit students' needs.
edgerlyj1

"Personalized" vs. "Personal" Learning - 1 views

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

shared by edgerlyj1 on 11 Feb 18 - No Cached
  • but every mechanism we use to measure it is through control and compliance
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This is such a true point. We emphasize wanting to produce independent critical thinkers, but most of our whole educational system is aimed at producing compliant students who have all mastered the same things.
    • agoeser
      agoeser on 12 Feb 18
       
      Do we have a need for students in society that haven't mastered the basics? I just feel we need both worlds. We need a traditional classroom with traditional standards and we need personal learning aspects to benefit the individual.
    • crystalseier
      crystalseier on 17 Feb 18
       
      As teachers, we think of adding choice or creativity is a simple way to differentiate and personalize learning for students. Yet, we are still in the mindset of assigning grades. How do you grade someone on creativity and innovation?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think it is difficult for teachers to offer a more personalized approach to learning when the state demands rigorous and frequent assessments on our students.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      crystalseier: "Yet, we are still in the mindset of assigning grades." I agree 100%. The realm of personalized learning is hindered by the current reality that we have to grade students. I see progress in this area because some schools are going away from class rank and some are even getting rid of GPAs. I think standards-based grading is progress towards being able to have more flexibility in the classroom and not being restricted by grades, both as a teacher and also in the minds of students (and parents!)
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This may not be "personalized learning" based on the definition, but I feel this is a common stepping stone for most teachers to move in that direction. I feel it would be very hard to move from traditional teaching to completely PL based on how it is defined.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think there can be a place for these tools in a classroom. However, they are definitely not personalized. My first graders use a math program like this. It adjusts instruction based on students' answers. I use it as part of my math stations, but I do not see it as the entire instruction by any means. I also do not see it as personalized learning. Students do not get to choose interest areas. It does not even really allow for solving math problems in unconventional ways. However, I do find it to be a useful resource for a small part of the school day.
  • personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • aaronpals
      aaronpals on 11 Feb 18
       
      This particular section revealed some real fears I thought I didn't have about relinquishing control.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems like technology will be controlling the classroom instead of the teacher.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      When teaching very young students, how can the make an authentic choice to tackle a problem?
    • crystalseier
      crystalseier on 17 Feb 18
       
      Facilitating opportunities for 'authentic choice' for each student for every concept is an overwhelming thought. Students need to have the skill of being self-motivated.
    • mriniker
      mriniker on 19 Feb 18
       
      I love the idea of personal learning and kids would be more engaged in authentic work. But how do we give them the skills we are still required to teach while allowing this type of environment.
  • ...30 more annotations...
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems that the older generation is more reluctant to change the way students learn. I feel that a large percentage of people that have been in education for quite awhile want standardized tests, data, etc. That is what they know. Changing to a personal way of learning is going to take many years for everyone to buy into that concept...in my opinion.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed. I think even the new generation of teachers out there are behind the pace of what students need nowadays because the conventional ways of education have been so slow to change.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      Yes, it's going to be slow change.... I think what complicates this is the rate at which technology changes things. We just can't keep up!
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • agoeser
      agoeser on 12 Feb 18
       
      I had a friend that taught HS English/French for over 30 years. She retired last year because she said her school was using more and more technology. Her exact words were "I have no desire to learn all that new technology." My first thought was "that's too bad. Maybe she would have really enjoyed the new changes."
    • agoeser
      agoeser on 12 Feb 18
       
      Her style of learning was having the students read the material at night and discuss the material during class.
    • anonymous
      anonymous on 13 Feb 18
       
      It really is a shame at what some of these teachers that are near retirement age are missing out on. I understand that change is not always fun at first. However, when we see the engagement and joy in the students' eyes with these new and exciting resources we have to offer them, that's when our jobs are most rewarding!
    • christopherrush
      christopherrush on 14 Feb 18
       
      That can be true, but I know students who feel the opposite. In some foreign language classes, they are being inundated with technology (videos, interactive sites, music), but they hate the courses because they aren't learning anything! No grammar, no sentence structure, no parsing, just parroting sounds pretending technology is giving them an education. Sometimes too many resources can be detrimental.
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
  • Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems we can't do anything without technology. Does anyone think technology has went too far? I struggle with that question.
    • anonymous
      anonymous on 13 Feb 18
       
      I also struggle with that question. Is technology great? Yes. Is technology changing the way we think and teach at times? Yes. Should technology always be the main focus of our teaching/learning. I don't necessarily think so. I feel students need foundation skills (reading from print books, basic mathematics understandings, etc.) before they have the potential to be distracted by technology. Can a child learn to read on an iPad-of course! Can a child learn their numbers on an iPad-of course! But there is something about a child holding a book in their hand and flipping the pages as they are learning to read. There is also something about a child using counters and manipulating them to help them get a better sense of numbers.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I think we need to think in terms of what works best for the student. I have students that hate getting on computers to do their work and would prefer just to work out of a workbook or have a worksheet with manipulatives. Part of personal learning is letting the students choose how to do the work, at a minimum.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I agree that we need to think about what works best for each student. Even in preschool we have technology requirements and I have students that could care less if they ever had tablet time. I feel bad trying to force technology on them when the information could be learned a different way.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I agree with you mogrena. Looking at education through a developmental lens, I do not feel that allowing young children large amounts of technology use is appropriate. Young students need to manipulate objects. It can't be done exclusively with a software program.
  • I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • agoeser
      agoeser on 12 Feb 18
       
      Put 20 people into a room and you'll have 20 different answers for those words.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed, "deep learning" can mean varying degrees of effort, time, and rigor depending on who is talking.
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • agoeser
      agoeser on 12 Feb 18
       
      We talk about personal learning for our children. What about the learning for our educators? Should we incorporate this in the college setting?
  • pumps out cookie-cutter students with the same knowledge and skills.
    • anonymous
      anonymous on 13 Feb 18
       
      I found this analogy very intriguing and have never thought of education in this way. However, now that I read this, it totally makes sense to me.
    • christopherrush
      christopherrush on 14 Feb 18
       
      It's a good thing to keep in mind as teachers, definitely. I have a senior doing her senior thesis on the failings of the Industrialized Education System, and it's hard to argue against her.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • anonymous
      anonymous on 13 Feb 18
       
      As educators and the rise of technology, I feel this is typically listed as one of the top 5 ways to engage students today. They are used to technology. However, it is our job to make the content engaging without ALWAYS having technology at our finger tips.
    • christopherrush
      christopherrush on 14 Feb 18
       
      We will never be able to keep up with the kids' access to latest technologies, so we just embarrass ourselves when we try to impress them with technology. We should focus on teaching them how to use it - kids don't know how to indent papers or format block quotations anymore!
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • christopherrush
      christopherrush on 14 Feb 18
       
      That strikes me as a crucial point. Why are we embarrassed to say "take your library card to the library and personalize your learning in there for a few hours a day"? Is reading books old fashioned and not "real learning" anymore? Surely with all the brain research coming in about the deleterious effects of starting at screens all day, we can't continue to advocate technology as the only solution for "real" education.
  • Finally, it seems like everything is being “flipped” these days
    • christopherrush
      christopherrush on 14 Feb 18
       
      Not every subject lends itself well to "flipping" - mathematics springs quickly to mind. Often when students are told to teach themselves the lesson at home without initial direct instruction and guided practice by the teacher, the result seems to be frustration and tears not learning and mastery.
  • f the point is to dump a load of facts into children, then it may be necessary to adjust the style and rate of dumping – and to help teachers become more efficient at it.
    • christopherrush
      christopherrush on 14 Feb 18
       
      But is this not, at least in part, what is actually meant by "education"? Are we saying a third grader does not need to learn multiplication skills or division skills if he'd prefer a personal learning path of video games and potato chips all day? I'm bemused by the embarrassment over the history of human learning as if someone it is wrong for us to pass it on to the next generation. (Would we allow our children to create their own personal eating plan simply because their hearts tell them to seek out ice cream and tootsie rolls instead of vegetables and fruit?) Someone help me understand this, please.
  • kids spend much of their time learning with and from one another.
    • christopherrush
      christopherrush on 14 Feb 18
       
      Some of the best "test answers" I've gotten over the years are from group tests, in which students are wresting collaborative ideas and interactions with the material out of each other in a much more engaged way than they would individually. And surely quality interaction with ideas is the goal? at least one of them?
    • bennettfr
      bennettfr on 14 Feb 18
       
      Some of my best days in my career have been days when my students are working with partners on a topic and I get to see them helping/teaching each other and fixing each others misconceptions!
  • The main objective is just to raise test scores
    • christopherrush
      christopherrush on 14 Feb 18
       
      But when the Administration and the Board declare this is the only objective (to use the adjective) way we have to measure classroom "success" ... how do teachers counter that? Especially when SAT averages and college acceptance lists are the main selling points on the promotional material?
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed with the premise that there are some serious issues in what counts as "success" in our school systems. Risk taking is fine, encouraged even, as long as the research behind it says it will help scores go up.
    • mriniker
      mriniker on 19 Feb 18
       
      This is a sad truth in teaching today. As a reading interventionist Fast score have a large influence in what I am to be working towards and what is considered success. However, my success is when students are becoming better readers. Good readers is a much larger picture than how fast they read. Are they monitoring their reading, do they understand it? These are skills that matter greatly as well.
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I truly do want to engage my students, but am fearful of giving up control and putting the responsibility in their hands. Especially with all the buzz about teacher accountability for student growth.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • bennettfr
      bennettfr on 14 Feb 18
       
      I would agree that the best thing we can do for students is empower kids to realize that education isn't a spectator sport, they have to participate and take responsibility for their own learning, but so many kids have learned helplessness and are fearful of failure.
  • new dispositions to take advantage of it for learning.
    • aaronpals
      aaronpals on 15 Feb 18
       
      How do we teach these new dispositions. Now that it's easy to find "facts" about stuff and just pull up a video of someone else explaining..how do we help students understand that learning encompasses more than just the ability to find out stuff?
  • The idea of personalized learning is seductive
    • aaronpals
      aaronpals on 15 Feb 18
       
      #1 Are my classmates seeing this? #2 Given that it is Valentine's Day and I'm bust annotating, I'm going to press pretty hard against the idea that PL is seductive. Curiosity building, full of potential, even rabbit hole-like, but definitely not seductive.
  • Follow the money” is apt advice in many sectors of education
    • aaronpals
      aaronpals on 15 Feb 18
       
      and to some degree, all sectors of education.
  • Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • aaronpals
      aaronpals on 15 Feb 18
       
      But these tools the companies sell can be used as measuring stick to ensure some levels of competency are reached, right?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      That is a challenge of personalized learning. There needs to be some accountability that students are meeting standards.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      As a former special education teacher, I am very familiar with personalized learning. I'm just beginning to learn how personal learning is different.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I agree, I too have been a special education teacher and feel that all I have done is personalized learning, but am on board with you that I am just learning about personal learning, about how it really includes the student, where my IEP's, although tailored to the student, didn't involve the student in decisions.
    • mriniker
      mriniker on 19 Feb 18
       
      As a reading interventionist I feel we are always giving personalized goals for our students and working towards them. Personal learning sounds exciting but will take a great shift in mindset. How do we allow for personal learning while still meeting kids goals in areas they need support in?
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I think this is true- so many times it feels like we are using technology just to use technology. We should start with what we want to learn and then decide what technology will work best.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I think teachers who aren't comfortable or well versed in all the latest technology feel incompetent, which is sad, because we can engage students without technology, but the current drive is to use technology all the time! If you're not using it, you're an old dog that can't learn new tricks.
  • Education is about the transmission of bits of information, not the construction of meaning.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      "Learning" through rote memory is not learning. Students must understand the principles behind what they are learning to actually learn.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      A professor of mine in college called this "binge and purge" teaching, where the students "binge" on the content the night before a test, then "purge" it back out for the test, and then it's gone, not thought of again! 
  • most of the content knowledge that, as we know from experience, never gets applied in real life.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      Yes!  I have thought so many times that all this content knowledge is just purged out for testing purposes, then forgotten!  I've never known a content area well enough to teach it without the aid of teacher's guides and other resources.  
  • that all children don’t learn the same way and personalization seems to honor those differences.
    • anonymous
      anonymous on 16 Feb 18
       
      The traditional education system is seen in a very negative light. While personalization helps build students interest in their learning and make their learning efficient, I would argue there is some value in learning to conform or be held to the same standards as peers. This is what they will face in the workplace and throughout life.
  • Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • anonymous
      anonymous on 16 Feb 18
       
      I think it is great that teachers at this conference prioritized the value of students' understanding real purpose in their learning.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • anonymous
      anonymous on 16 Feb 18
       
      This is very true. Educators in today's world need to teach how to think and process information and skills to create and be critical thinkers instead of rote memorization. This is so much more complex for students and nearly impossible for teachers to teach in the traditional model. Personalization is needed for all students to be successful in the new world environment.
    • crystalseier
      crystalseier on 17 Feb 18
       
      I agree. We also need to teach students how to best make use of those little computers in their pockets. It's not realistic for them to tune out from their phones during learning. Students need the tools to use that technology to their advantage in order to be successful in the future.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      Digital literacy is a huge component missing from today's education. It is such a vital component to daily life, it needs to be addressed. The amount of time spent on rote memorization of facts that students will not necessarily need to have memorized, could be devoted to teaching evaluating internet resources.
  • [10] Personalization is an even more disturbing example of this phenomenon because the word has come to be equated with technology
    • anonymous
      anonymous on 16 Feb 18
       
      This is very interesting. I do think of personalized learning as requiring some form of technological component because of the world we live in. However, I didn't really realize that this assumption comes from a drive of these educational tech companies to make money.
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • crystalseier
      crystalseier on 17 Feb 18
       
      Certain elements of my school allow for such wishful thinking (shorter Flex classes that aren't necessarily tied to a standard) but it is difficult to think about designing a course based on standards/school expectations this way.
  • free up time for in-class problem-solving and discussion
    • mriniker
      mriniker on 19 Feb 18
       
      The idea of flipping can be a great concept, however, if you are truly giving the student the opportunities they need each student would be in different places in their learning. It seems to be impossible to teach all the different learning possibilities in a flipped classroom if you are going to allow students to learn at their pace or interest.
  • computerized, modular and often very standardized system of “personalization”
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