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Deb Henkes

Digital Citizenship in Schools | Scoop.it - 0 views

www.scoop.it/...digital-citizenship-in-schools

digital_citizenship Scoop.it resources digitalcitizenship

shared by Deb Henkes on 16 Aug 11 - No Cached
  • Deb Henkes on 16 Aug 11
     
    ""Explore the concept and practice of digital citizenship."" Great resources!
  • Deb Henkes on 16 Aug 11
     
    "Explore the concept and practice of digital citizenship." Great resources!
Deb Henkes

Digital Literacy and Citizenship Curriculum for Grades 9-12 | Common Sense Media - 0 views

www.commonsensemedia.org/...9-12

digital literacy digital citizenship moodle_iowa resources

shared by Deb Henkes on 27 Jun 11 - No Cached
  • Deb Henkes on 27 Jun 11
     
    Common Sense Media  just added 12 Digital Citizenship lessons for high school students. View units on:Dealing with digital harassment and online dramaProtecting their reputation in a digital worldExploring their identitySourcing content responsiblyAnd more! As always, these lessons are completely FREE. Check back in September for high school lessons in the Safety and Security and Research and Information Literacy strands.
Barbara Day

Free Technology for Teachers: The Importance of Teaching Digital Citizenship - 0 views

www.freetech4teachers.com/...tance-of-teaching-digital.html

digital citizenship moodle_iowa

shared by Barbara Day on 25 May 14 - No Cached
    • Barbara Day
      Barbara Day on 25 May 14
       
      This is a message that adults often forget. It's not surprising we must remind students frequently of this and the fact that once you put something out there, you cannot control what happens to it from there.
  • I believe students need to know that they are not alone when they post something online into a chatroom or onto a forum, even when it’s done in the privacy of their own home, it is visible to others. They need to know that a friend online, isn’t necessarily a friend to be trusted. Students also need to know that personal information can become public information extremely fast.
  • Digital Citizenship not only teaches students the etiquette involved in being a smart and effective participant in a digital world, but it empowers and equips students with essential life tools to help them navigate challenging digital based situations.
  • ...1 more annotation...
  • As transformative a force as technology can be, I agree that fixating on danger isn’t the way forward, but we must take measures and owe it to ourselves to better prepare students to greet the many positives and challenges the connected life brings, by preparing Digital Citizens.
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
      Evan Abbey on 05 Sep 10
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
      ksteingr on 15 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      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
      denise carlson on 12 Sep 10
       
      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
      bonnie smith on 19 Sep 10
       
      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
      Julie Townsend on 18 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      Evan Abbey on 21 Jan 11
       
      Checking to see if this note goes through.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
    • linda vann
      linda vann on 22 Jan 11
       
      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
      denise carlson on 12 Sep 10
       
      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
      jalfaro on 13 Sep 10
       
      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
      Leslie Roberts on 13 Sep 10
       
      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
      Pam Buysman on 15 Sep 10
       
      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
      ksteingr on 15 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      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
      bonnie smith on 19 Sep 10
       
      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
      fgmcveigh on 20 Sep 10
       
      "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
      Cheryl Mullenbach on 20 Jan 11
       
      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
      Valerie Jergens on 21 Jan 11
       
      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
      linda vann on 22 Jan 11
       
      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
      Jeny Schoenhard on 24 Jan 11
       
      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
      denise carlson on 12 Sep 10
       
      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
      fgmcveigh on 17 Sep 10
       
      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
      Kim Wise on 18 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      r kleinow on 20 Jan 11
       
      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
      Evan Abbey on 20 Jan 11
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      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
      Evan Abbey on 21 Jan 11
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
      jalfaro on 13 Sep 10
       
      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
      Leslie Roberts on 13 Sep 10
       
      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
      denise carlson on 15 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      "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
      bonnie smith on 19 Sep 10
       
      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
      Sara Youngers on 16 Jan 11
       
      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
      anonymous on 17 Jan 11
       
      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
      Leslie Roberts on 13 Sep 10
       
      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
      Gale Zellweger on 14 Sep 10
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      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
      Judy Sweetman on 18 Sep 10
       
      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
      Kathleen Goslinga on 28 Sep 10
       
      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
      charles krueger on 20 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Gale Zellweger on 14 Sep 10
       
      This sounds like "super teacher!"
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      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
      Mike Bevelacqua on 18 Jan 11
       
      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
      Judy Sweetman on 18 Sep 10
       
      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
      Tony Amsler on 20 Sep 10
       
      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
      fgmcveigh on 20 Sep 10
       
      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
      Matt Townsley on 17 Jan 11
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      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
      Steve Van Gundy on 19 Jan 11
       
      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
      Steve Van Gundy on 20 Jan 11
       
      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
      Matt Townsley on 21 Jan 11
       
      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
      Pam Buysman on 15 Sep 10
       
      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
      fgmcveigh on 17 Sep 10
       
      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
      Kathleen Goslinga on 28 Sep 10
       
      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
      Erica Larson on 21 Jan 11
       
      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
      ksteingr on 15 Sep 10
       
      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
      fgmcveigh on 17 Sep 10
       
      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
      Judy Sweetman on 18 Sep 10
       
      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
      Jenny Sinclair on 19 Sep 10
       
      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
      Tony Amsler on 20 Sep 10
       
      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
      Jason Martin-Hiner on 17 Jan 11
       
      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
      Eldon Bird on 19 Jan 11
       
      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
      Cheryl Mullenbach on 20 Jan 11
       
      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
      ksteingr on 15 Sep 10
       
      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
      Cheryl Carruthers on 16 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      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
      Leslie Roberts on 15 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      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
      Jenny Sinclair on 19 Sep 10
       
      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
      fgmcveigh on 20 Sep 10
       
      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
      Drinda Williams on 16 Jan 11
       
      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
      Matt Townsley on 17 Jan 11
       
      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
      Cheryl Carruthers on 16 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      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
      Carla Lee on 17 Jan 11
       
      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
      Eldon Bird on 19 Jan 11
       
      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
      Tera Schechinger on 19 Jan 11
       
      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
      Phyllis Anderson on 20 Jan 11
       
      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
      Cheryl Carruthers on 16 Sep 10
       
      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
      fgmcveigh on 17 Sep 10
       
      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
      Evan Abbey on 18 Sep 10
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      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
      Pam Buysman on 17 Sep 10
       
      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
      Matt Townsley on 17 Jan 11
       
      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
      Eldon Bird on 19 Jan 11
       
      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
      bonnie smith on 19 Sep 10
       
      How will this be measured?
    • Evan Abbey
      Evan Abbey on 21 Sep 10
       
      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
      Kim Wise on 18 Jan 11
       
      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
      fgmcveigh on 20 Sep 10
       
      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
      Drinda Williams on 16 Jan 11
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      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
      Valerie Jergens on 21 Jan 11
       
      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
      Eldon Bird on 20 Jan 11
       
      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
      Kathleen Goslinga on 28 Sep 10
       
      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
      Philip Giltner on 19 Jan 11
       
      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
      Kathleen Goslinga on 28 Sep 10
       
      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
      Carla Lee on 17 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Erica Larson on 21 Jan 11
       
      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
      Sara Youngers on 16 Jan 11
       
      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
      Sandy Kluver on 19 Jan 11
       
      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
      Martha Condon on 19 Jan 11
       
      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
      Sue Runyon on 21 Jan 11
       
      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
      Sara Youngers on 16 Jan 11
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      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
      Jason Martin-Hiner on 17 Jan 11
       
      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
      Sandy Kluver on 19 Jan 11
       
      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
      anonymous on 21 Jan 11
       
      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
      Valerie Jergens on 21 Jan 11
       
      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
      Drinda Williams on 16 Jan 11
       
      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
      Drinda Williams on 16 Jan 11
       
      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
      Sandy Kluver on 19 Jan 11
       
      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
      Drinda Williams on 16 Jan 11
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      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
      charles krueger on 20 Jan 11
       
      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
      Matt Townsley on 16 Jan 11
       
      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
      Erica Larson on 21 Jan 11
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      "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
      anonymous on 17 Jan 11
       
      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
      Julie Foltz on 21 Jan 11
       
      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
      anonymous on 17 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Carla Lee on 17 Jan 11
       
      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
      Greg Sleep on 20 Jan 11
       
      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
      Sue Runyon on 21 Jan 11
       
      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
      Peggy Christensen on 18 Jan 11
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      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
      Peggy Christensen on 18 Jan 11
       
      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
      Kim Wise on 18 Jan 11
       
      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
      Eldon Bird on 19 Jan 11
       
      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
      Jeremy Nally on 20 Jan 11
       
      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
      Valerie Jergens on 21 Jan 11
       
      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
      r kleinow on 21 Jan 11
       
      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
      Mike Bevelacqua on 18 Jan 11
       
      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
      Mike Bevelacqua on 18 Jan 11
       
      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
      Martha Condon on 19 Jan 11
       
      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
      Erica Larson on 21 Jan 11
       
      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
      Matt Townsley on 21 Jan 11
       
      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
      Eldon Bird on 19 Jan 11
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      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
      Greg Sleep on 20 Jan 11
       
      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
      Philip Giltner on 19 Jan 11
       
      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
      Erica Larson on 20 Jan 11
       
      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
      Erica Larson on 20 Jan 11
       
      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
      Evan Abbey on 20 Jan 11
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
      Steve Van Gundy on 21 Jan 11
       
      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
      Julie Foltz on 21 Jan 11
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      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
      Julie Foltz on 21 Jan 11
       
      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
      Evan Abbey on 21 Jan 11
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • Eldon Bird on 20 Jan 11
     
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  • bdowney on 01 Nov 17
     
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
Carol Price

Digital Citizenship - 0 views

www.digitalcitizenship.net

moodle_iowa

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  • Carol Price on 20 Mar 12
     
    This Website will provide teachers and parents with important information about how to use technology responsibility.
Deb Henkes

Cyberbullying Toolkit | Common Sense Media - 0 views

www.commonsensemedia.org/...cyberbullying-toolkit

cyberbullying toolkit digital citizenship

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  • Deb Henkes on 14 Sep 11
     
    Standing up, Not Standing By: A Free Cyberbullying Toolkit for Educators
Jamie Van Horn

ollie_4: Building A Better Mousetrap: The Rubric Debate - 0 views

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

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  • “Meaningfully” here means both consistently and accurately
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      If a rubric is well-designed, it shouldn't matter who scores a student's project/task. The task score should be consistent (inter-rater reliability), even in large-scale scoring (e.g., national AP exam scoring process).
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      For a review of habits of mind, see Edwards & Costa, "Habits of Success" in ASCD's ED Leadership, Apr 2012 issue - "College, Careers, Citizenship".
  • Rubrics can be designed to measure either product or process or both
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      The big AHA!
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      Rubrics are not just about writing.
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      You would think from reading this article that the sole purpose of rubrics was for writing assessment. There are many ways to assess writing depending on what aspect of writing you are looking at
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      Dan, good point. That goes both ways... writing assessment doesn't always have to be rubrics, and rubrics don't always have to be for just writing.
  • ...20 more annotations...
  • students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      Habit #6 - "Successful students strive for accuracy and precision". An especially important skill for STEM students (showing my bias here).
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      So, does a rubric help this, or hurt this?
  • the fundamental focus of assessment is always to promote learning
    • Sally Rigeman
      Sally Rigeman on 29 Jan 14
       
      AHA #2!
  • once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • kellie kendrick
      kellie kendrick on 29 Jan 14
       
      This is something important to think about. Yes, including certain requirements are important on a rubric, but I think it is also important to include some things that are more subjective (like how does the content answer the question asked/problem given) rather than a student's ability to use the commas with zero errors.
    • Jamie Van Horn
      Jamie Van Horn on 31 Jan 14
       
      I agree. This is where writing a quality rubric is important. It needs to be clear and specific while also pushing the student to "think".
  • with state-issued rubrics imposed on public primary and secondary schools and
    • kellie kendrick
      kellie kendrick on 29 Jan 14
       
      This article keeps mentioning these awful state issued rubrics. I am interested in knowing what kinds of rubrics are state issued, and also who is making them? One would hope that a state educational task force would be competent enough to create a rubric reliable and valid enough to provide good feedback to all involved.
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      I had the same thought about all the state issued rubrics mentioned in the article, I have never seen one. You would think there would be someone good enough to do that but I won't hold my breath on that
  • “an established custom or rule of procedure.” (Online dictionary
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      This definition will be my baseline for the remainder of the article. Anybody have a different definition
  • “scaffolding
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      Side bar here, I never really know what this means, I hear it bandied about by administrators and Curriculum Directors but have never really had it explained. Feel free to enlighten me
    • Sally Rigeman
      Sally Rigeman on 30 Jan 14
       
      Hi Dan, in general it means providing support so that a student can eventually take their work to the next level, in the same way that a scaffold allows painters to work above street level.
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      We actually are going to discuss scaffolding in a week or so in the class. It gets to the idea that you are putting a structure around a student to help them learn. Then when they are confident, you take that away and see if they can do it solely on their own. Kinda like practice questions in math, with the answers in the back of the book, before you take the final quiz.
    • Rick Vettraino
      Rick Vettraino on 06 Feb 14
       
      Thank you Sally, that helped me also
  • student thinking and not just student knowledge
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      Rubric = student thinking/assessment Tests = student knowledge/grades ??
  • reduce learning to a hit or miss endeavor,
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      Can't hit the target if you don't know what your are aiming at. I think a rubric has to show what you want out of student performance, the rubric is a road map
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      I'd say much of learning is not "hit or miss". There are a lot of shades of gray when it comes to learning (I think students can half-learn quite a bit of stuff).
  • The argument against using rubrics While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      Is formulaic always a bad thing. If the rubric allows the student to respond adequately, even if formulaic, is it a bad thing? I don't think you have to use a rubric for everything but when used, it should provide a clear path for the students.
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      Formulaic isn't always bad. But I'd say that a rubric is overkill in this case. If you simply want a clear-path formula for students, you should use a checklist. Rubrics provide many shades of variance on performance that is confusing if you want that formula.
  • t rubrics should be used in conjunction with other strategies,
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      I think this is how I would incorporate rubrics, they would be used with other forms of assessment and not be the sole basis of assessment. I just wanted to respond to comments in article that suggest rubrics lead to "wooden" responses. If all you use is a rubric, then students will adapt and write in that fashion. Mix it up a little and allow students to keep their creativity
  • we need a meta-rubric to assess our rubric
    • Dan Jones
      Dan Jones on 30 Jan 14
       
      It is getting very deep or very scientific here. I am not qualified to be in the business of creating a rubric to assess a rubric I have created. I would like to know how to consistently make a good rubric for any task/project/thing I am assessing
    • Jamie Van Horn
      Jamie Van Horn on 31 Jan 14
       
      Instead of creating a rubric to assess your rubric (ahhh!), I think it's best to use your rubric to "practice assess" student work and see how well it works for you and the assignment.
    • Rick Vettraino
      Rick Vettraino on 06 Feb 14
       
      I think we need to create a rubric to assess the rubric we used to assess the rubric:)
  • process and/or product
    • Jamie Van Horn
      Jamie Van Horn on 31 Jan 14
       
      It's important that we remember to use the rubric not only to assess the final product but also during the process to guide learning and help the student grow.
    • Evan Abbey
      Evan Abbey on 01 Feb 14
       
      I'd even say it is more important to do it during the process. Do students really need a rubric if they are only going to see it at a point where they can't do anything to improve their work? Perhaps... maybe they could carry over that assessment to the next activity. But methinks they will simply disregard the rubric after they see the score.
  • solving real problems
  • solving real problems
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      It's sad that teachers are pressured to get their students to pass standardized tests that they don't always take the time to think about how what they are teaching their students is really helping them learn to solve real problems.
  • facilitate
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      Rubrics should not be a scoring sheet for grading although that is how they are most commonly used. They need to be "facilitated" by the teacher and student to increase effort, understanding and performance throughout an assignment or project.
  • criteria must be made clear
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      Parents, teachers, students, administrators, etc. should all be able to understand the rubric and what is expected.
  • bring fairness into assessment
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      Students and parents can be very vocal with teachers about grades questioning a teacher's discretion. With quality rubrics and rubric eduation, this could be nearly eliminated.
  • While longer scales make it harder to get agreement among scorers (inter-rater reliability), extremely short scales make it difficult to identify small differences between students.
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      This is where rubric education is crucial for educators. Writing a vague rubric doesn't do the student or teacher any good, but having it too many dynamics can lead to confusion. It is necessary to get input and modify rubrics in order to achieve the best results.
  • Does the rubric encourage risk taking? Creativity? Self-expression?
    • Jamie Van Horn
      Jamie Van Horn on 09 Feb 14
       
      This would be a hard area to be non-judgmental because every student is at a different level with risk-taking, creativity, self-expression. What might be a big risk for one student, may be a minimal risk for another.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
Jill Carlson

PLE Articles - 3 views

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

shared by Jill Carlson on 05 Apr 18 - No Cached
  • I could stand to be more savvy in my own organizing of online learning and networking:
    • krcouch
      krcouch on 05 Apr 18
       
      This is so me! I really need to create a personal learning environment for myself with everything in one place.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
    • dykstras
      dykstras on 06 Apr 18
       
      Right on sisters! I wonder how many of us DON'T feel this way?!?!?
    • brarykat
      brarykat on 07 Apr 18
       
      For me taking the step after doing more of my own PLE would be to help my staff.
    • tifinif
      tifinif on 08 Apr 18
       
      Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
    • dassom
      dassom on 08 Apr 18
       
      I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
    • carlarwall
      carlarwall on 08 Apr 18
       
      DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
  • ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
    • krcouch
      krcouch on 05 Apr 18
       
      Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
    • brarykat
      brarykat on 07 Apr 18
       
      Symbaloo has improved options since I was first introduced to it.  I'd like to help staff create their own!
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
  • allows students to direct and manage their own learning experience while pursuing educational goals.
    • krcouch
      krcouch on 05 Apr 18
       
      Nothing says great learning more than this...they decide how to reach their educational goal. great!
    • brarykat
      brarykat on 07 Apr 18
       
      Agreed.  It makes sense that students with invested interest in their education and ability to make choices will be more successful.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Exactly. This would motivate the students more than anything else.
  • ...31 more annotations...
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
    • brarykat
      brarykat on 07 Apr 18
       
      I love getting updates from friends teaching through outdoor classrooms or non traditional settings.  They always share the successes but also acknowledge any difficulties.  Trouble shooting is key for those making shifts to PLEs.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
    • dykstras
      dykstras on 06 Apr 18
       
      Agreed Kim! I also made a comment earlier about student motivation factoring into this too
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
    • brarykat
      brarykat on 07 Apr 18
       
      I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
  •  I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
    • brarykat
      brarykat on 07 Apr 18
       
      I thought that was an interesting idea also.  We've discussed Symbaloo for years but I hadn't considered students creating their own.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
    • brarykat
      brarykat on 07 Apr 18
       
      Very true for this to be successful.  I think a step before that is to do an in-depth training for staff.  So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance.  PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • dykstras
      dykstras on 06 Apr 18
       
      Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
    • blockerl
      blockerl on 08 Apr 18
       
      I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • dykstras
      dykstras on 06 Apr 18
       
      What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
    • brarykat
      brarykat on 07 Apr 18
       
      Lol!  I have a small group of students everyday.  Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period.  I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style.  However, realistically I believe this would be more difficult for me in a class of 30.  I want to learn strategies and then help other teachers to take the leap.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dykstras
      dykstras on 06 Apr 18
       
      This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
    • brarykat
      brarykat on 07 Apr 18
       
      I agree with this also.  Motivated students are not my concern.  It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning.  These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
  • facilitation of students’ “active role in the learning process”
    • dykstras
      dykstras on 06 Apr 18
       
      I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
    • brarykat
      brarykat on 07 Apr 18
       
      Yes, how do we instill the intrinsic value of personal growth and learning?  I see one way is connecting to real-world implementation.  Students ask "why learn this" and "when will I ever use this".  I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
    • dassom
      dassom on 08 Apr 18
       
      I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bbraack
      bbraack on 07 Apr 18
       
      I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
    • carlarwall
      carlarwall on 08 Apr 18
       
      So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • bbraack
      bbraack on 07 Apr 18
       
      This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
  • Not every student is ready for this responsibility,
    • bbraack
      bbraack on 07 Apr 18
       
      It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
    • dassom
      dassom on 08 Apr 18
       
      The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
    • carlarwall
      carlarwall on 08 Apr 18
       
      I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I would totally agree that not every student is ready, but isn't this the point of personalized learning?
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • bbraack
      bbraack on 07 Apr 18
       
      I think when students are able to customize their learning, then they take more ownership of it and are more inclined or motivated to do it, share and work with others wanting to learn the same thing or similar things.
  • clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • tifinif
      tifinif on 08 Apr 18
       
      I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
    • blockerl
      blockerl on 08 Apr 18
       
      That's smart! I bet it is really helpful for the elementary students! :)
    • carlarwall
      carlarwall on 08 Apr 18
       
      I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • tifinif
      tifinif on 08 Apr 18
       
      Teachers and kids love this at my school. I even give families the link so that they can use at home. They know that if I put a resource on it, that it is safe to use and they don't have to be roaming around looking for stuff that may end up being inappropriate.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
  • PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
    • dassom
      dassom on 08 Apr 18
       
      I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
    • schma3
      schma3 on 15 Apr 18
       
      Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
  • supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
  • teacher centered classrooms to more learner centered classrooms
    • dassom
      dassom on 08 Apr 18
       
      When we can get teachers to put the focus back on what the student needs, ideas and classroom revolutions like PLE's or flipped curriculum become much more likely.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • blockerl
      blockerl on 08 Apr 18
       
      This is extremely important. If we want to do something well, we must have good support and good training. It makes more sense for the teacher to initiate the training because there will be more buy-in.
  • I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
    • blockerl
      blockerl on 08 Apr 18
       
      Our teacher librarian uses Symbaloo to organize the library resources like databases, the library link, etc. It's a nice visual.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • carlarwall
      carlarwall on 08 Apr 18
       
      I think it is great that this type of learning will help to shift the mindset of the students to one in which they think learning can happen anywhere.
  • Study group resources
    • schma3
      schma3 on 15 Apr 18
       
      I saw this being used with Freshman- this was a way for them to organize their resources for a research paper.
  • Symbaloo EDU
    • schma3
      schma3 on 15 Apr 18
       
      I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
  • You can share with the public or with a select group of individuals (via email).
    • schma3
      schma3 on 15 Apr 18
       
      I like how easy it is to share web mixes with others. You could use Google Classroom to share different symbaloo's with different sets of students.
  • let’s never forget it is an ongoing balancing act. 
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is true of teaching in general, especially when they are doing PLE!
  • sharing with others.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      This reminds me of the first grade blogs, I used to have my students do years ago. They loved the feedback from their parents and grandparents.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      What would be the best social media platform to use for lower elementary students?
  • Symbaloo
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I love Symbaloo and the fact that it is user friendly enough for first graders to use!
Jill Carlson

"Personalized" vs. "Personal" Learning - 3 views

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

shared by Jill Carlson on 30 Mar 18 - No Cached
  • all children don’t learn the same way and personalization seems to honor those differences
    • krcouch
      krcouch on 30 Mar 18
       
      we need to personalize learning for students so they can grow as learners.
    • dassom
      dassom on 04 Apr 18
       
      I like the part about honoring the differencees, When we ignore the difference in our students we are not really doing that great job of teaching. Sometimes it may be more work, but teaching the same way or in the same style everyday is also not fair to our students. Mix it up some days even if you can't fully commit to personalization.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There are many things teachers can do on the daily to make learning different for students. The important thing to remember is to start small and not overwhelm yourself by trying to do too many new things at once.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • krcouch
      krcouch on 30 Mar 18
       
      agreed we need to have students with different mindsets and be able to grow as learners, Not just doing the same as all other kids
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      Right. No longer are the majority of our students needing a certain skill set which allowed them to return to the farm as soon as possible. So much discussion that our school system still operates as it did 100 years ago. We must address this.
  • “personalization,” “engagement” and “flip.
    • krcouch
      krcouch on 30 Mar 18
       
      Love the idea of all of these. I think the wave of the future is flipping the classroom and personalizing students' learning.
  • ...51 more annotations...
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • krcouch
      krcouch on 30 Mar 18
       
      love this idea
  • master a set of skills mandated by people who have never met them
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      A learner profile is a fundamental element of a personalized learning system. The use of this technique is preferred over "one size fits all" approaches to learning. Many do not want things to be mandated to them and we know that relationships are an integral part of positive learning experiences.
  • but meaningful (and truly personal) learning never requires technology
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      This is sage wisdom/advice that we can't forget. Some folks try to make it seem like you need the tech when in fact you don't. As public servants, we have to think carefully and choose wisely when it comes to decisions on software/hardware and the cost/benefit involved.
    • dassom
      dassom on 04 Apr 18
       
      When using anyone else's resources it's important to be skepitcal. The resource has the obvious puprose of teaching or informing the student of something or teaching tem something, but technology is not necessary to perzonalize the learning, the method or way to personalize learning my be very low-tech.
    • anonymous
      anonymous on 24 Apr 18
       
      This really moves personal learning up in Bloom's taxonomy. Allows students to analyze and create with or without technology.
  • it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      The empowered learner can create their own educational opportunities. Not many people like to wait in lines, anywhere. Definitely not in school and without personalized learning, we put our students in positions at times where they have to wait for others to come along or for some other external factor beyond their control.
    • carlarwall
      carlarwall on 06 Apr 18
       
      It is so interesting to think about the possibilities that personalized learning could provide to so many students of all abilities.
  • We often say we want creativity and innovation
    • hansenn
      hansenn on 01 Apr 18
       
      Sometimes when I give students the freedom of choice it motivates them to learn and others students lack curiosity and need guidance to spark innovation.
    • brarykat
      brarykat on 03 Apr 18
       
      Too many choices can also make it confusing for students.  I hope this class will provide strategies to use with those unmotivated students.
  • student moving through a prescribed set of activities at his own pace. The
    • hansenn
      hansenn on 01 Apr 18
       
      Even this personal learning at your own pace would be difficult if students were interacting with other students in forum. Forums would need to be done at some set time.
    • brarykat
      brarykat on 03 Apr 18
       
      Personalized learning should have flexible pacing, within reason.  Classes should still have deadlines and set expectations providing framework for students to succeed.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There is certainly a difference between personalized learning and working on a set list at your own pace.
  • Technology was strikingly absent from these conversations. I
    • hansenn
      hansenn on 01 Apr 18
       
      To me technology or blended learning would have to play some role in getting away from the one-size fits all model. Technology allows students to explore on their own and offers many resources to do so.
    • brarykat
      brarykat on 03 Apr 18
       
      Technology also allows time to be part of student choice.  The flexibility of doing online assignments provides more options with programs, research, and making .connecting world-wide.
  • standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • hansenn
      hansenn on 01 Apr 18
       
      The skills needed for real life jobs and situations cannot be accessed by standardized tests. Students should be learning about how to be innovative and creative to solve real problems.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers feel the pressure to follow districts curriculum so closely that they are scared to get away from teaching traditionally and giving students the opportunity for personalized learning.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      I think it all starts with the empowered learner and follows with the teacher's ability to guide as necessary, the learner has to be at the center and making the majority of the decisions around the learning plan with support as needed.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • bbraack
      bbraack on 03 Apr 18
       
      I agree flipping doesn't always help students become better learners of their own education, but I think it does help students learn the lesson since they are able to view videos and then do more deeper problem solving. But it doesn't drive their own learning, we are still telling them what they need to learn.
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.
    • bbraack
      bbraack on 03 Apr 18
       
      When something is "Personalized" for a student, I feel we still have given the student what they need to learn what they are interested in, the technology, the resources, etc. If learning is supposed to be about what the student wants to learn, then they should be the ones to find the technology and resources they need to learn. That way, it is more personal to the student.
    • carlarwall
      carlarwall on 06 Apr 18
       
      I completely agree with this statement. Many students will still need that adult guidance and supports and then the teacher can step back and allow students to work toward their next steps.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • bbraack
      bbraack on 03 Apr 18
       
      If a student doesn't have a choice or a limited number of choices in what they want to learn or how to tackle a problem, then it truly isn't Personalized. The teacher still had some say in what or how the student was to go about learning the information or problem and how to solve it. Students need complete control and/or choice in the way they go about learning their interest.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,
    • bbraack
      bbraack on 03 Apr 18
       
      It is true we always ask students to be creative and innovative so that they feel like they have control of what their end product is, but when we have the state and districts tell us what needs to be taught and then give standardized tests, the personalization has disappeared.
  • control and compliance.
    • brarykat
      brarykat on 03 Apr 18
       
      Standardized testing and required assessments do not jive with personalized learning.  They are ways to assess student understanding of concepts but are examples of the control and expected compliance in our current educational system.
  • truly personalized learning experience requires student choice
    • dykstras
      dykstras on 03 Apr 18
       
      Here lies the sticking point with most teachers ... giving students a choice. Finding creative ways to do this, along with meeting standards and expectations will be the challenge of today's generation of educators.
    • blockerl
      blockerl on 03 Apr 18
       
      I agree with you. It is challenging to provide choice with all of the expected standards and CFAs, etc. How do we honor all things? I love to give my students choice, but it isn't always easy. Is it only the content where they don't get much choice? Can we vary our process and product options to allow for choice there?
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I think it would benefit us to see lesson plan or video examples where student choice is present while still addressing the standards. I think we talk a ton about the why but then struggle when coming up with concrete steps.
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • dykstras
      dykstras on 03 Apr 18
       
      Unfortunately for me, this describes my 'flipping' experience as well. In my mind, they should be learning the material at home by reading, watching videos, and doing research and practicing, applying, and extending their learning at school. In reality what I have experienced is that only truly motivated learners want to learn this way and experience success. Forcing it on someone does not work ... and in the sense of this article is nowhere personalized learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      Agreed Shawn. "We" the teachers are still in charge of the students learning. We haven't given over control to the student yet.
  • “delivery of instruction.”
    • dykstras
      dykstras on 03 Apr 18
       
      Interesting how the connotation with this phrase has changed over the years. One might argue in my early teaching years this was number 1 on the list of things a teacher better be good at. Today 'good teaching' is more about being a facilitator of knowledge and not the delivery boy of it.
  • The main objective is just to raise test scores
    • dykstras
      dykstras on 03 Apr 18
       
      I long for the day when this isn't even a consideration! Until then, this topic must appear in every article like this. Ironic timing...we give the Iowa Assessments tomorrow and guess what, my boss(es) aren't asking me for my personalized learning plans, but rather what tactics were recently employed to raise test scores and show growth.
  • while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community
    • dykstras
      dykstras on 03 Apr 18
       
      Excellent advice to end with, personal does not equal individual
  • resource rich
    • blockerl
      blockerl on 03 Apr 18
       
      I'm interested to see what "resource rich" looks like. If students are in charge of their own learning, what are the best resources to provide them? Is it that we have a lot of options like databases for them to draw the information, or is it the teacher's job to do some of that curation?
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • schma3
      schma3 on 03 Apr 18
       
      We spend too much time doing things TO kids. And not giving students ownership.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is a critical step to get our students started. This is just like swimming. We could throw them in the deep end and see what happens or we could start in the shallow end and give them the tools and skills needed to be successful. I vote for the later!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree with both of you. Educators do spend too much time doing things TO kids instead of guiding them to learn it for themselves. The critical step is to get them started by encouraging them to try and fail at new things. Students don't know a world without devices but they don't know how to utilize those devices as learning tools. That is the starting point in the shallow end of the pool (or as I know it - elementary school.) It is just as important to give them the skills needed to use the tools as it is to give them the tools.
  • short term.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • schma3
      schma3 on 03 Apr 18
       
      So true....putting technology in front of a student, does not magically make a student learn.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree. They need to be exposed to the skill sets needed to utilize the technology as tools for learning.
    • carlarwall
      carlarwall on 06 Apr 18
       
      The challenge some teachers see with this idea is that using the technology is the easy way to get kids engaged. There were ways to engage students in learning before schools went to the one to one concept.
  • moving ownership of learning away from the teacher and more toward the student
    • schma3
      schma3 on 03 Apr 18
       
      Who's doing the work? Flipping has become a very surface level strategy- as he said, taking care of those mundane housekeeping tasks, not really taking advantage of the possibilities!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      Well said! Flipping a classroom doesn't change learning ownership. It is just a different way to do the same teacher led lecture. It is not any different then creating or scanning a worksheet to do on the computer.
    • schma3
      schma3 on 05 Apr 18
       
      That's a great way to think about that...who own's the learning? We haven't changed instruction or how the instruction is given.
  • for
  • A term like “mass customized learning,”
    • schma3
      schma3 on 03 Apr 18
       
      Wow...someone really thought this phrase was a good idea??
  • kids spend much of their time learning with and from one another.
    • schma3
      schma3 on 03 Apr 18
       
      Thinking about how adults learn best- isn't that how we learn? Collaboratively with others? Rarely do I learn in isolation.
  • tandardized way
    • dassom
      dassom on 04 Apr 18
       
      It's important that you have a standardize way of addressing the personalization. You need to know the end goal and the different pathways they can get there. If you jump into this without proper preparation you could loose some kids along the way.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task
    • schma3
      schma3 on 05 Apr 18
       
      I think about how much I have learned outside of a classroom or a course. In education we have to get over ourselves thinking that once a student leaves our high schools they know everything they need to know and will never learn again (outside of school). Unfortunately- our assessments drive this. If a student is proficient, they are "good". :-)
  • huge disruption
    • dassom
      dassom on 07 Apr 18
       
      I forgot about this phrase from our previous learning. Maybe it was in our Blended Book? I think it's a important phrase to keep in mind. If you are being true to updating your classroom/curriculum to match modern students it MUST be a disruptive environment.
  • skeptical
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
  • It requires the presence of a caring teacher who knows each child well.
    • blockerl
      blockerl on 04 Apr 18
       
      It is important for me to know and understand my students. I think sometimes, after having new students year in and year out, we forget to do the little things that helps us to really know our students. I always appreciate the reminder.
  • “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests.
    • blockerl
      blockerl on 04 Apr 18
       
      Umm, I can't help but think about the CFAs we are creating in our teacher teams. Are we doing things wrong?
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I think this is a very powerful statement. Every learner, whether they are young or old, will be more engaged in their learning if they are given the opportunity to decide their own courses of study with others who share their passion.
  • A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
  • Will Richardson
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
  • synthesize and analyze information into original productions.
    • carlarwall
      carlarwall on 06 Apr 18
       
      This type of personalization also adds the higher order skills from Bloom's Taxonomy and is more rigorous for students.
  • nothing to do with the person sitting in front of you
    • emmeyer
      emmeyer on 21 Apr 18
       
      PERSONalized learning is all about the person sitting in front of you, not what is easy for the teacher.
  • allows students to work at their own pace and level, meets the individual needs of students
    • emmeyer
      emmeyer on 21 Apr 18
       
      When students are able to work at their own pace and level, they thrive. They are able to complete and correctly practice the skills that are being taught to them.
  • But as is so often the case in education, I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is sad, but true. Often in education, we jump in without fully understanding what makes something truly effective. Or we put our own spin on it to make it easier/ "more effective."
  • And while they come from the same root, those two words are vastly different
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is a very important distinction. Personal learning teachers students to become lifelong learners!
  • personalized environment gives students the freedom
    • anonymous
      anonymous on 24 Apr 18
       
      Students would love to have "freedom" in a classroom.
  • with access to the sum of human knowledge in our pockets
    • anonymous
      anonymous on 24 Apr 18
       
      Who needs to learn any more when we can "Google" the answer? I've heard this comment time and time again. So now we need to set a new standard in how students learn.
  • promote and give opportunities
    • anonymous
      anonymous on 24 Apr 18
       
      Yes, give the students opportunities for personalized learning. Students can choose their opportunity, it's not owned by the teacher.
  • bits of information, not the construction of meaning.
  • word
  • only choice
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      When students are given choice, learning is more meaningful to them.
  • eave little room for the kind of authentic, whole-child personalization many teachers dream of offering
  • many school district leaders require public school educators to teach a specific curriculum
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers want to provide personalized learning but are not always allowed the freedom they need. Teachers feel the pressure of 25+ students in one classroom meeting the standards they need to meet.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Each school district will need to have a conversation about what personalized learning is to be on the same page.
emmeyer

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

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

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

PLE Articles - 2 views

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

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

ol101-f2019: Iowa Online Teaching Standards - 10 views

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

shared by tboeckman on 10 Sep 19 - No Cached
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • anonymous
      anonymous on 10 Sep 19
       
      I think getting student feedback is the only way to grow and develop a course
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
    • anonymous
      anonymous on 11 Sep 19
       
      I am always checking that my assessments achieve what my objectives promised
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      With our math courses in Osage shifting to Standards Based Learning (SBL) this is necessary!!
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • anonymous
      anonymous on 11 Sep 19
       
      Effective communication will help both students and instructors succeed in a course
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      Effective and clear communication is necessary in any course...whether it be online or face-to-face. I tend to over-communicate just to keep all stakeholders informed.
    • jhatcher
      jhatcher on 22 Sep 19
       
      This would be critical, so that the student know what he/she is doing well or needs to improve. I think the voice tool would make this quicker, easier, and be effective. I am going to start using this more in Moodle to respond to students' work.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Communication is the key in any working environment and essential with students in either face to face or on line. On line students may require more communication.
  • ...50 more annotations...
  • Assists students with technology used in the course (Varvel III.C)
    • anonymous
      anonymous on 11 Sep 19
       
      this the standard that scares me the most - being able to troubleshoot technology issues will be tough for me
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • anonymous
      anonymous on 11 Sep 19
       
      My goal is to make expectations for behavior and the consequences if not followed - very clear at the outset of the course.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • alisauter
      alisauter on 11 Sep 19
       
      This is just good sense. We do this in the traditional classrooms, so it definitely needs to be WELL defined in an online classroom.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      Since I'm currently working on blending my classroom, I definitely don't do this as explicitly online as I have been doing in our face to face environment. It's definitely something I need to build into the online component.
    • jhatcher
      jhatcher on 22 Sep 19
       
      My District is pushing teachers to be very explicit about this! Has anyone heard of the 5D model? The first dimension is all about naming and explaining the learning that will be taking place. We also need to mention it as we teach and at the end of the class. I know I can do better with this.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Not only do we need to identify and communicate the outcomes and expectations at the beginning of the course, they need to be restated throughout the course.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • alisauter
      alisauter on 11 Sep 19
       
      Probably my #1 when it comes to importance. People think they are the same. They couldn't be more different.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I am still trying to find the balance between what I move online and what I am doing face-to-face and how to inform all of the stakeholders involved. I think that understanding the differences are essential to meet all of the needs of my students.
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • alisauter
      alisauter on 11 Sep 19
       
      One of the reasons driving online learning is that it is more personalized to meet the needs of the students.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      However, it will be up to the individual to let the instructor know of difficulties that are being experienced. Communication is a key component of a successful online learning experience - including both the instructor and the student for success.
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • alisauter
      alisauter on 11 Sep 19
       
      Modeling best practices for all students, whether they are face-to-face or traditional, really needs to be a priority. Online students will likely have more digital citizenship opportunities than many other students. Teaching them and modeling compliance with the policies is crucial.
    • gmonat
      gmonat on 15 Sep 19
       
      Patterns in lesson sequencing is very important so students are comfortable with the familiar format.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This is very important because I could see assessment types getting repetitive with online learning. I imagine it would take some creativity to continually rethink assessment for the online paradigm.
    • gmonat
      gmonat on 15 Sep 19
       
      Multiple assessments is important so participants have a variety of ways to show their understanding. However, I think you can have TOO many different formats which can add stress to students.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • gmonat
      gmonat on 15 Sep 19
       
      This is critical! Since your students may never see you face-to-face, they must feel that you are there to help them and are accessible in a reasonable amount of time.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Yes, it can also be the most demanding one. With students doing things at various times of the day, you would have to communicate your "office hours" otherwise you might find yourself always having to be available.
  • Provides substantive, timely, and constructive feedback to students
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      In my experience, online tools make it so much easier to provide feedback to students. This feels even more important in the online environment where regular, in person check ins may not exist.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I agree. I feel like feedback is much more a focus with online tools. It IS the interaction. In face-to-face, we have a lot of interaction with students that isn't specific or personalized feedback but in an online setting, that changes.
    • ceberly
      ceberly on 23 Sep 19
       
      The word "timely" sticks out to me here. If students are working somewhat at their own pace, it is important for feedback to be given fairly quickly so that any misconceptions can be addressed right away.
    • gmonat
      gmonat on 15 Sep 19
       
      Timely feedback is very important as students want to know how they are doing and cannot 'approach' you physically to ask. Constructive feedback also helps students adjust their work accordingly.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      This is something that I plan to do now that I am implementing Moodle in my courses. It would be interesting to conduct an online learning survey for students before and after having them learn using Moodle rather than Google Classroom.
    • dwagner2
      dwagner2 on 21 Sep 19
       
      If I am not knowledgeable to use the system, I will not be able to effectively lead students in their learning. Also it would be important to use more than one avenue to be the most effective.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I'm constantly looking for feedback, although I feel my students are afraid to be honest with me, even when I assure them it is anonymous and nothing punitive will happen. I've tried Google forms and set them up so they do not collect email addresses, stepping out into the hall and having students leave sticky notes on the board...
  • Assists students with technology used in the course (Varvel III.C)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I believe this will be essential so that I can help my students navigate between everything they need in the course. I often find myself double and triple-checking things in my Moodle course to make sure students can access them and everything runs according to plan. It definitely requires patience as well when assisting students with the technology.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think this key and sometimes the hardest part. For many students, this new territory for them. There is so much to learn about taking an online class, that it can be overwhelming.
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      Everything stood in this standard stood out to me as critical. It aligns logically with my schools move toward standards referenced grading.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This seems so critical in the online environment! Written text can be misinterpreted so easily, especially when the reader doesn't actually know the writer in person. Extra time and care will need to go into communication. Additionally, recorded videos could be a helpful tool to add a human element to online coursework.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      As an English teacher, data isn't the first thing I think of, but the use of technology makes formative checks incredibly easier. GoogleForms and other quick check quizzes make sorting those who get it from those who almost do and those who are still out wandering the corn. My struggle is not in creating the data, but in having time to use it effectively. The turn around time needed to make the most efficacy of formative data is often so quick that I struggle to keep up.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      I think sometimes, we jump onto a new technology because it's fun or interesting, regardless of whether or not it's effective. I know I have done this in the past. Just because something is new and great, it doesn't mean it's the best technology for every situation.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is what I loved about the Blend/Flip cohort. I felt like it directly addressed that by making the focus on what students need from us and then figuring out how to move some of the other things to digital.
  • Understands student motivation and uses techniques to engage students (
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      This is where the "gamification" of classrooms could come in. I have not experimented with this strategy as I have some qualms about embedding even further students' seemingly already ingrained desire to always be entertained, however, there is considerable research speaking in its favor. Johns Hopkins University studied and advocated the use of Gamification in education: https://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
  • Creates a safe environment, managing conflict
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is key for any discussion thread in a blended or online course and it's something we really have to explicitly teach and address.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      It will be important to monitor replies to posts that are inappropriate in order to assist with this. However, managing the environment may be a little more difficult online as instructors may not know if there is conflict occurring if the student does not let them know.
  • variety of assessments that meet course learning goals
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Variety is key here. The teacher has to have a good idea of where the students are in understanding but formative opportunities have to be much more purposeful. Plus, I think self-assessment becomes even more crucial in online learning.
    • jhatcher
      jhatcher on 22 Sep 19
       
      Yes, I agree that a variety of assessments are important. Students can also self-assess their behavior while online: motivation, responsibility (not on games), honesty and integrity
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Technology is fast paced and keeping current is essential to the profession. Professional development in the district needs to address the current technology needs of teachers.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I feel we should do this as face-to-face teachers as well. I know I strive to follow a pattern so students know what to expect. I'm a fan of the "I do, we do, you do" model.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • dwagner2
      dwagner2 on 22 Sep 19
       
      Without the knowledge and ability, how will I be able to use this format to be successful?
    • mpercy
      mpercy on 23 Sep 19
       
      This is a challenge when changing from face-2-face instruction to online instruction.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think you just have to give yourself time. Yes this standard is important, you have to be able use the software, but you can also learn from your students. If you start with a blended approach than you can ask your students face to face for support.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Giving students the ability to perform at the level at which they are at is one of best ways to ensure that students are going to be successful.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • apforts
      apforts on 23 Sep 19
       
      Everything should be aligned to achievement.
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • apforts
      apforts on 23 Sep 19
       
      Content including technology is important. One is not more important than the other in an online environment.
  • • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • apforts
      apforts on 23 Sep 19
       
      The professional teaching standards are important for access and equity of all students.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • apforts
      apforts on 23 Sep 19
       
      It is content and pedagogy that makes learning happen for students.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • ceberly
      ceberly on 23 Sep 19
       
      As we begin online courses it will be important for my district to view the technology policies that are already in place and determine if more guidelines need to be set. The words "appropriate use of written communication" stick out to me. I'm not sure they have been defines
  • Networks with others involved in online education for the purpose of professional growth
    • mpercy
      mpercy on 23 Sep 19
       
      The best part of taking courses such as this one is to learn of the experiences of other instructors.
  • Understands and uses data from assessments to guide instruction
    • mpercy
      mpercy on 23 Sep 19
       
      This is a focus for our district this year. To use our LMS generated data to guide instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • • Sets and models clear expectations for appropriate behavior and proper interaction
    • ceberly
      ceberly on 23 Sep 19
       
      As a PBIS coach in my district this resonates with me. "Pre-correct" or remind students of the expected behavior EVERY time- in other words, prior to each course, even if they have taken 3 courses prior.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • mpercy
      mpercy on 23 Sep 19
       
      This is not much different from the face-2-face classroom. Students, parents, and administrators want to see evidence of learning.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      There are so many tools out there. I find this one a bit confusing. Deciding what tools are best for what what assignment or task, at this point is a guessing game for me. Somethings, I think I've been right and others I realized that I wasn't. I wonder if there is resource out there that offers a guideline for what tools fit what practice or task.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I wonder if this could possibly help students work better in groups. So many times group works falls apart because middle school students get distracted and run out of time. Would online collaboration help with this?
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Still working on how to best do this one. It makes so much sense and yet I find it tough to manage in an online environment. I've recently found Edulastic. An online test creator that has question bank of questions created by hundreds of teachers on many topics. I'm experimenting with using it as a way to help students pre test and check where they are at in their understanding.
  • Communicates assessment criteria and standards to students, including rubrics f
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Students need to be able to understand and know exactly what their job is and how well they are performing while doing the job. Also, by communicating criteria and standards, students will have a further understanding of why they are learning it also.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Rubrics communicate expectations to students. Students can see what they need to improve on and are able to set goals.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Collaboration and interaction are two very large pieces of the puzzle of employability skills that are imperative for successful employees. By providing students with the opportunity, we are further preparing them to gain and maintain successful employment. Students will work with people of all ages and abilities throughout their lives, so all levels of collaboration and interaction are important - especially online where one is unable to use visual cues to discern the meaning of communication.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This is so crucial in making sure that we impact ALL learners equally.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one is interesting because I feel like when done online it can be tricky due to the fact that it's harder to get that instant feedback from students.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one really pushes us to think "is this meaningful? Does it reach my goals? Does it feel like it is worth the valuable time of the learner?"
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      A very powerful one. When we don't feel futuristic to learners we begin to feel irrelevant. We have to work hard to stay two steps ahead.
  • Has experienced online learning from the perspective of a student
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Having this experience would allow the instructor to be able to understand student expectations and needs.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      In my position data is collected weekly. If the data indicates the student is not being successful, decisions about instructional strategies may be made. It lends for the instruction to be more student centered.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • swatts_
      swatts_ on 25 Sep 19
       
      I think this is very important. I have been guilty of grabbing something from the internet then realizing this wasn't the best for my students. What kind of PD is available for this? What OER is available that is aligned with Iowa Standards?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • swatts_
      swatts_ on 25 Sep 19
       
      This is an interesting indicator because teacher often resort to shutting technology down for students who use it inappropriately. More learning would be needed to help teacher use these as teaching moments.
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