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r kleinow

online1: Iowa Online Teaching Standards - 43 views

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • 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)
    • denise carlson
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
       
      Checking to see if this note goes through.
    • r kleinow
       
      test
    • linda vann
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • 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)
    • denise carlson
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
       
      This sounds like "super teacher!"
    • Evan Abbey
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • 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)
    • Leslie Roberts
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • 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
    • Cheryl Carruthers
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important in an online environment!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Pam Buysman
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
       
      How will this be measured?
    • Evan Abbey
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • 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
    • Matt Townsley
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
       
      test
  • 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)
    • Mike Bevelacqua
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  •  Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
       
      Sample note
  •  
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  •  
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
anonymous

Implementation in a Secondary Classroom (Articles) - 0 views

  • “We have all these different methods of how kids can present the project, for example, through Photo Story, xtra normal (an animation site where kids create their own animations), PowerPoints, vodcasts, podcasts.
    • kelsi-johnson
       
      My biggest struggle with this is the lack of technology knowledge that my students possess. This type of learning would definitely have to begin and be supported at lower levels of education in order to find success at the secondary level. My students know how to use technology for social means but have very little experience with academic applications and websites. We struggle with giving them individual learning opportunities because of the excessive amount of time we have to spend explaining how to use these resources rather than actually applying/demonstrating their learning.
    • anonymous
       
      I agree with your comment completely. I would love to give individuals the opportunity to create their final project in multiple formats. Unfortunately, it requires both them and me to be well versed on each of the options. The individuals I teach are so afraid to hit the wrong button, time constraints and lack of experience play a huge role as to what I can offer for options within the classroom.
  • For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • kelsi-johnson
       
      I definitely find this to be true in my own classroom. I have some students who can come up with great, original applications and products to demonstrate their learning. However, I have others who would simply choose to do nothing or throw a project together last minute if it is not clearly laid out for them. I want to strive to be better about fostering a sense of independence in my students' learning and not simply spoon-feed them all of the information that they need. Ultimately, this is going to allow them to be the most successful after leaving school. Now, I just need to figure out the best way to do that!
  • Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere.
    • kelsi-johnson
       
      I give my students this choice at all times; I have tables, chairs, bean bags, a couch, and two cushioned chairs in my classroom. I don't care if students sit at these locations or even on the floor (though under a desk may not be the best choice!) as long as they are working productively. Most classes want to continue to have this privilege, so they are typically very respectful of our classroom-established norms for behavior.
  • ...12 more annotations...
  • Once teachers have planned their methods and strategies, they can fit their work into a timeline. Because the design is flexible and students are responsible for taking charge of their own learning, coverage of the content is ensured and depth of understanding is achieved
    • kelsi-johnson
       
      I would like to see an example of such a timeline for a secondary English classroom. I understand the concept but would love to see it in full application to gauge how I can make this work in my own classroom. It seems like a good idea to also have students keep some sort of reflective journal tracking their progress as well. This can be beneficial for the student and the teacher in guiding/creating future tasks.
  • The screencasts, which I create with Zaption, Screencast-o-matic and Video Ant,
    • kelsi-johnson
       
      It seems like this type of learning would require a lot of technology support for both teachers and students; technology courses and/or training would be really helpful for all involved in the personalized learning process.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure.
    • Megan Schulte
       
      This is something I'm struggling with, particularly with my group of middle schoolers.  They're really good at "looking busy" but then I discover they really aren't.  I think this is something that easier to fix at the beginning of the year when they don't know any different than it would be at this point in the school year.  Will this ever be fixed 100%?  I would say frequent checkins or ways for them to demonstrate their progress/learning.  Just something I keep thinking about...
  • 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.”
    • Megan Schulte
       
      ELA info!!!  Yeah!  I was wondering if this would be an appropriate activity to use for the speaking and listening standards or do those have to be assessed in an actual vocal conversation?  They'd be responding and building upon others' ideas?  But I wasn't sure if this would be one way to do that?
  • But I was simply using technology in place of my normal face-to-face teaching. 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.
    • Megan Schulte
       
      This is where I'm at with implementing PL (or more specifically, blended learning).  While this may help students learn at their own pace, it doesn't really help differentiate much else.  We have to start somewhere.
  • 5. Assess as you go.
    • Megan Schulte
       
      This is a huge part of our professional development this year, but the ELA teachers are having a hard time managing the formative assessments because it's not easy to assess ELA in multiple choice questions.  We're finding a few resources that help with question stems for DOK levels and Bloom's but it's not as easy for us as it may be for science or math.  We're getting there though...there's a light at the end of the tunnel at least.
  • Low motivation does not need to be a recurring problem in the classroom.
    • Megan Schulte
       
      I'm nervous about this aspect, but I feel the more blended or PL that they've experienced the better it will be.  Think back to when we first started using Google Docs and all the explicit instruction we had to do to create and share a simple document, and now the kids know more than I do.  I feel this is where PL will go.  The more this type of learning is the norm, the less they'll question or resist it.
  • Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
    • Megan Schulte
       
      This is right where we are as a department, so I feel it's natural to implement some PL (blended).  Start small where it makes sense and build as you can; that's the only way to do this successfully.
  • Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.
  • Once they feel ready, they can submit their analysis by writing a traditional essay, creating a website, or writing a script for a video that they then record.
    • anonymous
       
      I like what this says about how writing does not always need to be in essay form. I also like how the writer points out that there are several ways students can express what they have learned. My main question is: when do students "feel they are ready?" Eventually, grades are due, how does one motivate those who are not just paced slowly.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it. A sense of purposefulness or meaningfulness is also heightened if the activity strengthens relationships with others.
    • anonymous
       
      I have always encouraged the kids to ask why they are to do some task. They now are sure to ask how their [writing] task will apply to them later. I tell them the practical application of analysis or persuasion. Sometimes it is just an extension to high school or college, other times it is a real life application. Either way, I think making the project relevant and purposeful gives them more of a buy in.
  • Almost all teachers find it emotionally fulfilling and personally energizing when students begin to succeed, especially where they have previously failed.
    • anonymous
       
      Personalized learning also helps the student take control of their learning. I think they also feel pride when they succeed in areas they have previously failed. 
Chad Jilek

online1: Iowa Online Course Standards - 10 views

    • ksteingr
       
      What information do we have about this group? Looks like the research is very new - http://www.inacol.org/research/reports.php Makes it sound like deep undercover reporting, but I was just curious. I had never heard of INACOL. :-)
    • Evan Abbey
       
      iNACOL was originally NACOL (they went "international" in 2008). They have been around about 8 years now, and are recognized as the national leader in organizations build around quality online learning. They are analogous to an ASCD. In Iowa, Gwen Nagel from Iowa Learning Online is a member and contributor, as is Marcel Kielkucki, director of Kirkwood Community College's High School Distance Learning Program. Marcel and Gwen presented last November at iNACOL's conference on the current setup of online learning in Iowa. You are going to find that most research in online learning is extremely new. The reseach du jour is comparing online to F2F, in which case there are many (many!) studies that have come out. None of the studies are older than 2006, and most have come in the last 18 months.
  • The course instruction includes activities that engage students in active learning. • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • Janet Kinman
       
      Engagement at a level you would expect in a traditional classroom is key. Online instruction has to be differentiated, and not a "dump" of information.
    • Phyllis Anderson
       
      Online instruction might more readily provide an environment in which students can take different paths for learning.I am thinking it might be easier to incorporate UDL (Universal Design for Learning) in this environment.
  • The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
    • Pam Buysman
       
      Moodle certainly has a number of built in tools for the course developer to to use. There is an internal blog and wiki available, but perhaps, wikis and blogs that are available outside of Moodle will better serve the needs of the participants. We need to choose what is most appropriate to meet the objectives of our course. What will best enhance the learning experience for our students? In order to do that of course, we'll need to have an awareness and also a certain amount of expertise to have students utilize these tools.
    • Drinda Williams
       
      I agree--we need a certain amount of expertise. It's so discouraging to participants when the tools we're trying to use don't work as expected.
    • linda vann
       
      Just as in a face-to-face classroom, there are techniques for engaging learning. Those techniques need to be mastered in order to be effective. The same with online tools - they must be mastered and understood in order to effective. The great news with any learning is that it is quite collaborative - students learn from teachers as much as teachers learn from students. I think this is certainly true in the online environment.
    • Corrine Breitsprecker
       
      The added challenge is that there are new tools constantly available. Keeping up on the new tools and their uses worries me!
  • ...14 more annotations...
  • Proposed Online Course Standards
    • Drinda Williams
       
      Evan, are these the standards that will be used to vet proposed courses for the statewide moodle through Heartland? At AEA 267 we were discussing how course proposals would be evaluated and approved.
    • Evan Abbey
       
      Yes and no. The standards will be used for instructional designers/instructors as they build courses, and by evaluators as they review courses. But they are not formally part of the course proposal process.
  • STUDENT ASSESSMENT
    • Drinda Williams
       
      This is one that I'm finding somewhat challenging. If I am asking teachers to implement, how do I provide sufficient feedback? Reading a lesson plan is not the same as seeing them implement. I'm wondering if AEA consultants around the state might cooperate in some observations.
    • Jason Martin-Hiner
       
      Here's an idea: digital video of the teacher in the classroom that could be submitted/uploaded to the course site (i.e. the ever-popular Flip video). Feedback could be given by using an audio overlay of the video (almost like the audio commentary track on a DVD) or posting comments to a forum (if it was group feedback).
    • linda vann
       
      I have actually used that technique as a student in a online course. We (class members) were able to provide feedback to each other on the submitted videos. We posted comments to a discussion board, we did not have the technology at that time to use an audio overlay. It was very effective and quite entertaining to get lots of different perspectives on our experiences.
    • Valerie Jergens
       
      Linda- Were you given a rubric or other reference to compare other students' work against? I wonder if without something like that, if students would give the "nice job" and "great" feedback instead of something more constructive and meaningful. How do you guard against that?
  • students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Peggy Christensen
       
      In science, we are always looking for ways to engage students in higher-order thinking skills. I'm sure it provides different challenges when you are teaching online.
    • Steve Bartlett
       
      I would agree that engagement with online is a challenge when I compare it to engagement in an inquiry based lesson where there is active interaction between students working with hands on materials.
  • clear, complete course overview and syllabus
    • Peggy Christensen
       
      Because you are not face-to-face (or if you are teaching a blended/hybrid course and have limited face-to-face interaction), you need to make sure your course overview and syllabus are clear and complete.
    • Valerie Jergens
       
      Right, Peggy. I think in the classroom I have relied on students' questions as a way to help me describe what I am thinking/asking for. In an online environment, this doesn't work. It would be a lot more pressure for me as the teacher.
  • timely and frequent feedback about student progress based on the learning targets.
    • Eldon Bird
       
      How important is this! Probably even more important today when students are accustomed to instant feedback whenever they access technology.
    • Steve Bartlett
       
      Feedback along the way is so important especially when one is not sure they are on the right path to meeting a targeted goal
    • Kelsey Bova
       
      It is also important to not only give instant feedback along the way, but MEANINGFUL feedback. Students don't get anything out of a "good job!" or "nicely done!" I always have to put myself in the students' shoes and think of what meaningful feedback I would like and make it specific towards that individual student and his/her work.
    • Joe Brekke
       
      I agree, Kelsey, it is important to give meaningful feedback. It is so difficult to keep up with students when the numbers reach 175-180, as they are beginning to in my district.
  • (CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management.
    • Erica Larson
       
      I am curious who provides will provide this support in future OLLIE courses?
  • 21st century skills
    • James Webb
       
      21st Century Skills has become something of a hollow buzz word to me, I'm afraid. Is it just a matter of aligning traditional thinking with new technology? Or is there something "new" here that I'm missing? And how much direction do you think students need with technology itself? How much of this in intuitive with them?
    • Phyllis Anderson
       
      Our 21st C. Iowa Core Skills include more than technology skills. They also include concepts and skills in civic literacy, health literacy, employability, and financial literacy. Do the additional areas make 21st. C Skills seem less hollow?
    • James Webb
       
      I suppose. I get the concept, and I want to believe, but I feel like these are things they've always needed to know. Are we just re-naming what we're already doing?
    • Alan Junck
       
      And how much will these change in the next 10 years? It seems like we need to teach more about being flexible in regards to technology.
  • instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • linda vann
       
      The need for formative assessment continues to be vital in the online environment so mastery can be monitored and adjustments made when mastery is being challenged. As an online learner, it is important for me to know in advance what supports are available when I need them.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • linda vann
       
      It seems that the ongoing and frequent assessment process is critical and I believe actually a bit easier in the online environment. The ease comes from the direct nature of the interaction between instructor-student and student-student interactions. Sometimes in a crowded F2F classroom, this can be more challenging.
    • Christopher Soldat
       
      In a classroom setting, formative assessment would inform the classroom teachers thinking about instruction for the next part of the unit. How will that look in an online asynchronous learning environment?
  • The course is organized into units and lessons.
    • Jeny Schoenhard
       
      This stands out for me because I feel that sometimes as educators we get excited about a new teaching tool or method and it is so important to remember to provide manageable portions for our students so that they are not overwhelmed and have the ability to completely understand an area of learning.
  • Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
    • Jeny Schoenhard
       
      What a fantastic benefit to students! Self Check and practice assignments are a wonderful tool to use so that student know when they are on the right track.
  • The course instructions articulate or link to a clear description of the technical support offered.
    • Corrine Breitsprecker
       
      This is really important! My work has been with adult learners rather than school-age students, and I think adults are more tentative and less comfortable just "trying things out" with technology that is new to them. Whether adult or school-age, learners need to know that there is technical support available when needed and how to get that help.
  • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • Chad Jilek
       
      I have taken online courses where these weren't clear and those courses were not fun. When someone is not there to answer all your questions the student needs to have the expectations layed out with a good amount of detail.
  • The course is easy and logical to navigate, including self-describing links
    • Chad Jilek
       
      Most students that take an online course will have no problem nagivating through it but there will be times when it is a students first time with online learning or have to take the course online out of necessity and if the technology aspect of the learning is difficult the learning outcomes probably won't be very good.
  •  
    This is a key piece to online instruction. If you just dump all your materials online, this is not effective online teaching.
  •  
    "instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
  •  
    "instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
anonymous

Adaptive Learning System Articles - 1 views

  • adaptive learning products in their current state is as tutors
    • brarykat
       
      Interesting comparison that adaptive learning products are like tutors.  Comprehensive programming guides the student depending on correct/incorrect answers to questions on specific topics.  Teachers might not catch that a student would benefit from reteach or additional practice as quickly as a comprehensive program.  Thus freeing the teacher to monitor, facilitate, and assist students as needed while the program leads students through the lesson based on their understanding of the concept.  
  • adaptive learning systems are not magic.
    • brarykat
       
      Important statement to remember adaptive learning systems are not end all - beat all.  They won't solve every problem but choosing best fit for school's needs can improve teaching efficiency and increase learning if implemented with integrity.
  • risk damaging the credibility of faculty while denying students support that could improve their chances of success
    • brarykat
       
      Ahhh.. if we could get over ourselves and do what is best for students.  Each student should receive what is needed to help them succeed.  Personal health issues for me have cemented this more than ever.  I can't study, read, or complete work like I did before.  I choose to keep trying but without changing lighting on my screen or turning blue light off I wouldn't be able to read this article.  How much do our students struggle that have not been identified and receive adaptive technology?  
  • ...25 more annotations...
  • on-demand data aggregating that information.
    • brarykat
       
      Isn't this what we have been talking about for at least a decade?  Let's get that data in the most efficient way so we can help students… work smarter not harder (that's said for students and staff).
    • Jen Van Fleet
       
      I once did a demo of GoFormative's ability to gauge students' progress toward or beyond mastery of learning targets, and a teacher in the room nearly hugged me in response to the potential of recouping some time going forward.
  • Students can also get a clearer idea of when they’re ready to move on.
    • brarykat
       
      This is important to students but also to parents/guardians.  I had parents in my office yesterday with real, valid concerns about their child's grades.  Real-time response keeps everyone involved apprised of the learning or lack of it.
  • only communication they may have with students is via email and Skype
    • brarykat
       
      I have benefited from synchronized meetings in classes during this program.  I can only imagine how much more students and teacher benefits from adaptive learning especially online.
  • they’ll be able to focus on the right work.
    • brarykat
       
      This comment strongly resinates with me.  I cringe thinking of years I probably didn't have students working on right work because I didn't know better. Students that showed mastery early that should have been challenged with deeper level learning or some real-world application of the skill.  Big sigh… at least we know better now.
    • anonymous
       
      I noticed this when I made the transition from my personal lessons to EverFi. They focused on what the students' needs were.
  • you should plan today for success with tomorrow’s technology.
    • brarykat
       
      That sure hits it on the nail head.  Tech is changing and advancing every minute of every day.  We still work on computers considered dinosaurs, desktops that do not allow for being portable learners or flexible learning groups.  Funding is a major issue and willingness to plan for future tech could be difficult for change makers.  At least there are trailblazers out there leading the way.
  • Adding the tech makes it possible to personalize at scale
    • brarykat
       
      That is a great statement.  I hadn't thought of it that way. Of course we, as teachers are/should be providing ways for individual students to succeed.  But adding tech and the ability to efficiently personalize needs (time, data-driven) in large numbers shows greater impact.
  • "We should build the technology around the teachers to empower them and put them at the center of the story.
    • brarykat
       
      I personally have worked hard for my degrees.  I think Ben-Naim has a valid point in keeping the teacher center to learning.  Maybe the teacher needs to be intuitive enough to recognize when to be center, when to pull back, and when to facilitate.
    • tifinif
       
      I think for more teachers to be on board with PLE we need to emphasize that the teacher is still key to the learning. Tech can be a great assistant in helping to suppliment what needs to be learned or give opportunities for enrichment.
  • The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
    • Mike Radue
       
      As with other issues in our culture, there is a tendency to take things to the extremes when what is truly needed is a balance somewhere towards the middle. The best education is leveraged with technology and teachers working in concert.
    • Jen Van Fleet
       
      Agreed. Not to mention that if as educators we put all our stock into an adaptive program and thus ourselves in auto pilot, we've teched ourselves right out of relevance. Teacher knowledge of students and the ability to craft an educational experience that could and should include but not be limited to adaptive technology is the key.
  • Adaptive learning technology helps online students make sure they use their learning time as efficiently and productively as possible.
    • Mike Radue
       
      I think this comment speaks to one of the biggest benefits of adaptive learning which is maximizing learner's and teacher's time. Adaptive learning helps both parties zone in on what gaps need to be filled and what concepts expanded for example.
    • tifinif
       
      Exactly! This keeps kids moving forward and engaged.
    • jwalt15
       
      I agree with both of you. Adaptive learning zeros in on what the student knows and doesn't know about a concept. The data helps the teacher focus instruction on what the student needs.
  • To be clear, when we say “adaptive learning” we are referring to it as both a concept and a tool.
    • Mike Radue
       
      This is a good way to describe adaptive learning. The concepts have been the subject of much discussion/research for years but as we know technology improves at a much faster rate. Our technical capabilities are expanding faster than we can apply concepts effectively one could argue. The proliferation of options, platforms, systems has given rise to a robust industry/economy related to adaptive learning.
  • "Our partners are the experts in their target market," noted David Kuntz, vice president of research and adaptive learning at Knewton. "They create the application and pass us the data. We process that data and make a set of actionable inferences about the students, and then pass those back to the application, and the partner decides how and when to render those for the student."
    • Mike Radue
       
      I find this business model very interesting. Experts focused on a specific aspect of a project all contributing to supporting the success of learners. I marvel at the programmer's ability to write algorithms to make decisions and create learning pathways adapted to the learner's needs.
  • The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
    • Jen Van Fleet
       
      Definitely. It doesn't have to be an us vs them mentality. Allowing technology to automate some of the work that bogs us down on the daily allows us to use our face to face time with students in the best way possible.
  • especially at times when a professor isn’t available to give help.
    • Jen Van Fleet
       
      I love that our students/teachers with obligations after school can use adaptive tech to continue a shared mission despite schedules.
  • who is doing well, who is struggling on which concepts, and what areas are most difficult for the class as a whole.
    • tifinif
       
      For this reason, I like that lessons can be adaptive. Think about the kid who has mastered the lesson who should be able to move on but can't because the teacher has to help those who don't understand. The kid that "has it" will become bored. This is a great way to challenge kids as well has help give help to those who need it.
  • tive tech can help them get past those hurdles with a little extra help, or can alert the teacher in time to step in, so those students are more likely to receive their diplomas.
    • tifinif
       
      What adaptive technolies are offered at the college level? Are they free to students or do they pay? I can see this as being beneficial for those students who work jobs, go to school and even have a family to take care of.
  • Teachers won’t have to work individually with students for hours to assess which skills each student needs help with,
    • jwalt15
       
      This is definitely a pro argument for adaptive learning because teachers can view student reports to learn what concepts in whichj students are struggling. Then they can target their small group instruction to those students and concepts.
  • The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • jwalt15
       
      In online learning, this can be a real time benefit to both the teacher and the student. Questions and conversations can be focused on what is most important.
  • Personalization in teaching and learning happens best when content delivery, assessment, and mastery are “adapted” to meet students’ unique needs and abilities.
    • jwalt15
       
      This statement does a good job of connecting personalized and adaptive learning. Content delivery, assessment, and mastery can be adapted and personalized to meet the needs of the student.
  • Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need.
    • hansenn
       
      Yes, adaptive learning products will act as private tutors for some of the students, but I don't think it will the same for all students. Some students would need that personal touch from a real person to get motivated. I think it would be more inportant for younger students to have interaction with a real person.
  • Do you trust the tutor to teach the right
    • hansenn
       
      You would have to spend a while testing out the products to see, which one would work the best for your students and your class. Especially when some of them are so costly. Who would you have test out the products? I would think it would be teachers who have taught the material before.
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • hansenn
       
      The quick feedback would help the student to understand what they know and what they do not know. Teachers cannot provide feedback as fast and then change the instruction as the adaptive technologies. With larger class sizes it would be nearly impossible to provide quick feedback without the help of Tech.
  • Institutions around the world are engaged in serious explorations of the potential of an approach to instruction and remediation that uses technology
    • hansenn
       
      I would think all kinds of companies would be interested in adaptive technologies to help educate their employees. If you added in some VR the adaptive learning tech could add in some real world learning like simulators.
  • Help teachers adapt lessons.
    • anonymous
       
      I found this to be true with EverFi / Ignition. It serves as a supplement to my lessons.
  • next generation solution many institutions would benefit greatly from adopting
    • anonymous
       
      It may be difficult for my generation to comprehend this. It's our students who will be the ones with the next uniquely better innovation.
  • adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually
    • anonymous
       
      I can relate with this. Students who aren't afraid to fail will get the furthest with the least amount of teacher help. They work very well independently. Others who may have the "fear of failing" may need more teacher assistance. Adaptive learning frees me up to help those in need.
LaRae Arment

Implementation in a Secondary Classroom (Articles) - 1 views

  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
    • arieux1
       
      Reality statement here. This is probably the biggest hurdle for teachers. It's a lot easier to lecture and control than it is for the students to lead the way and the teacher to augment that. I think it's worth it because the kids are more engaged and enthusiastic and the learning is much more long-term.
  • Not every program lends itself to choice, of course, but even then there are opportunities.
    • arieux1
       
      That's a good point, too. It doesn't have to be completely open-ended with total release to students. I think this idea (in the paragraph) is an especially good way to start working toward personalization.
    • trgriffin1
       
      I think this is also a tough thing for teachers - knowing where to tip the balance between choice and prescriptive learning. Also, I fear this is a bit of a trial and error process. I am not afraid to fall flat but I am afraid to give students a bad experience.
  • adapt to whatever tools are available
    • arieux1
       
      I like this point because this is a road block for people. Technology is available to some extent in each school, so use what you got instead of worrying about what you don't have. Technology is a tool, not a replacement.
  • ...38 more annotations...
  • Let students make choices.
    • arieux1
       
      I like this section in total. It has some solid examples. I also liked the first line here about starting off by trying to control but realizing it made more sense to frontload and release.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • arieux1
       
      This is a good point but one that I feel is difficult to find all the time. With so much content to cover, I think this is a pick and choose battle for teachers. That's probably ok in the end - there's a lesson to learn doing things that aren't fun or engaging but important. I think preaching patience when starting personalization - it will take some time for the whole thing to come together.
    • LaRae Arment
       
      YES! Real world application is vital for students to buy in. However, if a teacher doesn't prove that application then students loose interest. I often ask my students how or why do you need to know this. Let them own the application.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible
    • arieux1
       
      In my master's program, we called that "the illusion of choice." Here are (three carefully selected) options for completing this task, pick whichever you want. Students that have the ability to make their own decisions will usually provide that if you allow them to propose (and actually consider) something new.
  • Almost all teachers find it emotionally fulfilling and personally energizing when students begin to succeed, especially where they have previously failed.
    • arieux1
       
      That's good. A selling point. I'm guessing this is too vague to convince the real naysayers - I'd prefer a reference or a more specific stat than this. This is what makes this style worth it - kids getting into it is more fun than just talking at this for a while.
    • trgriffin1
       
      I think because it is such a major shift there need to be some concrete examples of how it could look.
  • Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
    • arieux1
       
      This is just an all encompassing paragraph here. I think this should describe teaching regardless of your approach. That's all.
    • trgriffin1
       
      I agree. This is good teaching.
    • julie_carroll
       
      Ditto!
  • 21st century learning coach
    • trgriffin1
       
      One thing that matters, regardless of other circumstances, is where resources are committed. The fact that this position exists reflects the emphasis that this school places on these types of skills.
  • Students are more motivated to do projects than they would have been before
    • trgriffin1
       
      I think it is easy to confuse intrinsic motivation, choice, engagement, and learning. I think these things all go together but isn't as simple as one begets the others. A teacher has to work to build all of these things as well as scaffold student skills to take advantage of those choices.
  • And maybe there’s a failure
    • trgriffin1
       
      This requires a great trust both in the teacher and in the process.
  • less work and effort
    • trgriffin1
       
      I think this is part of the problem - I don't want my students going for 'easy'. I realize it isn't actually an easier pathway, however that perception isn't really a growth mindset.
    • LaRae Arment
       
      I also fear this as a mindset that my students may have. I also think about this for SBG, if I reach this level then I'm fine with my grade/level of learning (student perspective)
  • giving them ownership and responsibility for their own learning.
    • trgriffin1
       
      I think this is the ideal, the gold standard of choice in education.
  • Here are five lessons I have learned that have helped me take my classroom from a traditional sage-on-the-stage affair to a tech-assisted personalized learning haven.
    • trgriffin1
       
      While I know teachers have varying comfort levels with tech, teaching is doing what is best for students. I believe teachers need to learn about new tools and resources to make this transition.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material.
    • trgriffin1
       
      I think this is a great way to scaffold the learning to become independent learners. I believe this is the path to develop the skills for PL
    • jhenning40
       
      I think this type of scaffolding would be very necessary at first, but would phase itself out as students became more used to the process.
  • I realized there was more to creating blended lessons than simply adding technology.
    • trgriffin1
       
      This could be the motto for every tech PD session I lead
    • jhenning40
       
      So true! Technology isn't always the solution. It's a great resource and supplements learning in so many ways, but it's not always the end-all-and-be-all of quality instruction.
    • LaRae Arment
       
      I also was drawn to this comment. Technology is something that our students rely on and it isn't always necessary in the classroom to become successful.
  • This transformation is still in its early stages, but it is definitely evolving toward that goal.
    • trgriffin1
       
      I like the use of the word 'evolving'. I think it is essential to understand this process as an evolution. The change won't all take place up front, instead it will be incremental.
  • hat choice is not necessarily a cure-all for lack luster motivation
    • trgriffin1
       
      This is exactly what I meant in a post on the first article. Choice isn't the same as engagement or motivation.
  • have control tend to be more motivated
    • trgriffin1
       
      I wonder what the best way is to show students they have control - should they be told they have it or is there a way to show them? Is it the same if they are told about it?
  • too difficult or too easy
    • trgriffin1
       
      I love this phrasing. I don't want my students to take the easy path - I want them to pick the right path.
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • trgriffin1
       
      I think this is a great starting point - Students could choose to stay in their comfort zone with the teacher provided prompts or step out and create their own
  • hem a sense of control and may allow them to regulate the difficulty of the task.
    • trgriffin1
       
      Deadlines are still something I am looking at. I think they have a place to give some structure but I think they need to be flexible.
  • Low motivation does not need to be a recurring problem in the classroom
    • trgriffin1
       
      I genuinely wonder what teachers said 50 years ago and 30 years ago and so on. Is it real that students are less motivated today than any time previous?
  • well-designed choices
    • trgriffin1
       
      I think well-designed choices is the key phrase of this whole article. It needs to be more than a list of essay questions or project topics.
  • Changing an American Institution(NASSP, 1996)
    • trgriffin1
       
      I think it is important to acknowledge the date of this study. This has been a long process of acknowledging the need for changes and making inroads
  • This is not a method, but an art and a talent.
    • trgriffin1
       
      The art of teaching vs. the science of teaching
  • that practice collaborative leadership within design teams, best practices teams, small learning communities,
    • trgriffin1
       
      This is a major shift for most schools, including my own. I think the shift starts with the early adopters and they (we) have to build within our systems until we get to a critical mass.
  • personalized teaching is not an isolated, or isolating, phenomenon
    • julie_carroll
       
      I'm glad to read this; as I head in to a PBL classroom this fall, I wouldn't want to think of learning (personalization) as 115 individual students doing their own thing. This scenario confirms for me what I've know from years of teaching: we all learn more when we learn together.
  • assess their effects, to adjust the approach, and time to assess again”
    • julie_carroll
       
      A good personal reminder: sometimes I'm moving so fast I forget to assess not only student data, but instructional practices, and a broader sense of engagement and accomplishment. I'm lucky I will have several "critical friends" as NTN calls them to do this assessment with me.
  • student-centered learning environment in which teachers become facilitators, mentors, and coaches, and students become active learners, engaged in cooperative learning, peer tutoring, role-playing, labs, and debates. Movement, imagery, hands-on activity and social interaction become basic instructional strategies.
    • julie_carroll
       
      I look forward to this model: sound energy-GIVING rather than energy-draining. Also, I'm inspired everyday by my students; I think a PL environment will enhance the levels of inspiration as our students live up to their own potentials and motivations, creating genuine self-worth.
  • 4WH framework
    • julie_carroll
       
      This is a helpful framework. Another concept this article brings up is "empowerment." Many 9th graders are wanting to assert their independence or more power - structured choices over their academic life seems like a safe and effective way to give them that power (maybe reducing their desire to try more risky behaviors to assert their independence or control???)
  • It is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning.
    • julie_carroll
       
      Yay! "Face to face" is first - I never want to forget that part of learning (learning from and with one other in person).
  • choice can also, surprisingly, come into play in relation to discipline
    • nthurm
       
      I like this idea, and would like to explore it further!
  • rubric,
    • nthurm
       
      Rubrics and checklists are an important part of personalized learning! They are mentioned time and time again.
    • LaRae Arment
       
      I agree with you on this. It also ensures that students know what is expected and I feel that the quality of work will be higher.
  • You really have to be on top of things to allow the students choice
    • nthurm
       
      I can see this because without a clear plan, the classroom would be mass chaos! This idea would make a lot of teachers uncomfortable, but I like the idea of letting the kids being as involved as possible in the lesson- they retain more that way.
  • my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology.
    • nthurm
       
      Goal! I like this statement very much.
  • students who appear unmotivated and apathetic
    • nthurm
       
      And this is where problem behavior begins.
  • make their own decisions
    • nthurm
       
      I think with making choices comes the responsibility of teaching the students what making good choices sounds like and looks like too. Expectations must be presented and enforced for this to work.
  • project portfolio
    • nthurm
       
      This is something I'd like to do more exploring with. I like the idea of showcasing your learning instead of a transcript of grades.
  • typical story unit
    • jhenning40
       
      I'm curious about the story selection. Does the teacher determine the stories for the whole class to read? Is there a "menu" of stories for students to choose? Are stories grouped or selected for students based on reading level? This is a dilemma for my own classroom.
  • You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.
    • LaRae Arment
       
      I think that having administration support is key for making PL work. Some admins and teachers don't understand the concept and may see a classroom as unstructured when in reality it is structured just in a different way.
cjd203

The Quest for Quality - Educational Leadership - 11 views

  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • Denise Krefting
       
      I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
    • denise carlson
       
      This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
    • Cindy Blinkinsop
       
      Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
    • Natalie Smithhart
       
      I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
    • Lora Lehmkuhl
       
      I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • Denise Krefting
       
      Using this with the concept of backward design shows us how many options all fit together.