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iowaonlinelearning - Teaching Standards - 94 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by russelljohanna on 17 May 11 - No Cached
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
      crjessen44 on 17 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
      anonymous on 30 Sep 11
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
      Carol Price on 21 Mar 12
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
      MaryAnn Strawhacker on 28 Mar 12
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • 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)
    • crjessen44
      crjessen44 on 17 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
      misti linn on 11 Dec 11
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
      Pam Childers on 22 Sep 12
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
      linda welander on 28 Jun 11
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
      Lisa Wymore on 08 Oct 11
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
      d YM on 24 Sep 12
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 28 Jun 11
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • 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)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
      anonymous on 02 Oct 11
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
      Angie Hance on 09 Oct 11
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
      Ginny Kraus on 10 Jul 11
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
      C Richardson on 02 Oct 11
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
      misti linn on 11 Dec 11
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
      Janet Boyd on 19 Sep 12
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • 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)
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • 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
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
      Cathy DeValk on 23 Sep 12
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
      misti linn on 11 Dec 11
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • 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
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
      Kathy Hay on 04 Feb 15
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
      misti linn on 14 Nov 11
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 26 Sep 11
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
      anonymous on 26 Sep 11
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
      misti linn on 14 Nov 11
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
      anonymous on 02 Oct 11
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
      Chris Mangrich on 17 Oct 11
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Expected learning goals need to be the driving force when we design a course.
  • 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)
    • misti linn
      misti linn on 14 Nov 11
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
      misti linn on 14 Nov 11
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
      misti linn on 11 Dec 11
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
      jendittmer on 04 Feb 15
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
      Carol Price on 21 Mar 12
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
      Janell Wright on 17 May 12
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
      Janell Wright on 17 May 12
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
      Janell Wright on 17 May 12
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • 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)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has 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) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 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)
    • barb jens
      barb jens on 22 Jan 13
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 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)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
      denise carlson on 03 Feb 15
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
      russelljohanna on 15 May 16
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
      russelljohanna on 15 May 16
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  • Aryn Kruse on 29 Jun 11
     
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  • Bret Larson on 12 Jul 11
     
    Online Iowa Teaching Standards
  • Dirk Troutman on 22 Jul 11
     
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  • Lynn Hockenberry on 29 Sep 11
     
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  • C Richardson on 02 Oct 11
     
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  • misti linn on 14 Nov 11
     
    online teaching standards
  • Kristin Shelton on 13 Apr 12
     
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  • d YM on 24 Sep 12
     
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  • jendittmer on 04 Feb 15
     
    online teaching standards
  • bdowney on 01 Nov 17
     
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
erichillman

Article(s): Self- and Peer-Assessment Online - 1 views

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

shared by erichillman on 31 May 16 - No Cached
  • One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Elizabeth Fritz
      Elizabeth Fritz on 31 May 16
       
      This example was modeled in our current OLLIE course AFE. I learn best with modeling and I am sure this also reflects best practice with my students.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      I have used goal setting in my own music classroom, but not in my online teaching. Evaluating progress could be more student-centered if they were creating their own goals.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      As instructors, we need to teach assessment as part of our instructional strategies.
  • ...21 more annotations...
  • It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      This is thought provoking to me. I often specifically gather student feedback on my courses. I have not combined student created assessments to assessment of my own teaching. I will reflect more on how to incorporate this into my own teaching.
  • the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      Based on coursework done during the OllIE courses, I feel this approach will be the best place to start to incorporate into my own courses. It combines 2 separate types of evaluation. The important element to include is teaching students how to accomplish the assessment by modeling the activity.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      I totally agree with this.  The goal should be to help students to self assess and grow.  The idea of peer evaluations could get ugly if not carefully handled.  
  • the primary method for assessment
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      It would have been better to have multiple forms of assessment so that it wasn't only peers giving it.
  • 4) When learners are mature, self-directed and motivated
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This tends to be a key for all learners, but the tricky part is getting the reluctant learners to this point.
  • Our views on online learning couldn’t be more dissimilar, yet I appreciate Professor Rees’ perspective and enjoy reading his posts
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Having both the good and bad on peer-grading will help make a more informed decision about using it in the virtual classroom.
  • The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This helps get away from the "sage-on-the-stage" programming on classrooms and allows more student to student interaction since learning is a social process.
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Teaching the process is just as important as actually having peer-assessment.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This key no matter what the age of the student.  If it's not a safe environment, no one will take the risk to put themselves out there.  It is important that honesty, kindness and respect are the standard.
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This has to be done with care. It can a great way to clarify expectations, and establish goals, but you must be careful that a student doesn't use it to limit their effort.  In other words, in order to do just enough to get the grade, but not to grow.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      The advantage of a portfolio is that creates a bigger picture of how the student is doing, since it is work collected over time.  It's a great way to prompt dialogue and feedback between the student, teacher, and fellow students it may be shared with.
  • Preparing students for self or peer assessment
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Not only does it need to be modeled, but students need multiple opportunities to practice the self and peer assessment beginning early and throughout the class. 
  • The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above. Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      To be honest, I'm a little hesitant when it comes to peer grading.  It must be carefully implemented so as to avoid any type of bullying situations, and to avoid anyone feeling that they are the outsider.  It must be a safe environment.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Practice makes perfect.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      In fact, it works better if it is not about self-grading.  Then perhaps they will not feel as conflicted and concerned about the teacher expectations.
  • Self evaluation and team grade.
    • erichillman
      erichillman on 02 Jun 16
       
      I think this approach is what I will be using going forward.  A well designed participation rubric will be essential.
    • erichillman
      erichillman on 02 Jun 16
       
      My experience has been similar- and it is why I hated group work.  I always ended up doing all the work so I got a decent grade and the others were just dragged along for the ride.  I try very hard to avoid this in my teaching, but am working on implementing more of it using the best practices I learn here!
    • erichillman
      erichillman on 02 Jun 16
       
      The purpose for assessment is so important.  It is why I preach and practice backwards design, so I know where I'm headed when I am teaching.  I think back to my larger college classes where I could snooze through lectures, download the powerpoints, and ace the multiple choice exams...would some form of peer assessment/group accountability been more effective?
  • well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated
    • erichillman
      erichillman on 02 Jun 16
       
      Another point in favor of well-designed rubrics.  Students can self-monitor and assess each other's work when they have clear expectations!
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers. Should team members have negative comments to make about peers, this tool is not a constructive venue.
    • erichillman
      erichillman on 02 Jun 16
       
      I often help my ex-wife with her group projects (she's a full time adjunct).  She uses this method and provides spaces for people to make comments.  My experience is that the only time people make comments is when they have something negative to say.  This often turns into "flaming" versus constructive criticism.  
Deborah Cleveland

CoSN Releases New Report, "Online Communities of Practice: Ecosystems for Professional ... - 3 views

www.cosn.org/...s-professional-growth%E2%80%9D

collaboration education communities of practice professional growth communities online

shared by Deborah Cleveland on 04 Feb 15 - No Cached
  • Access knowledge that might not be available locally; Share knowledge and learn from one another; Create knowledge by supplying collaborative tools that combine ‘creative geographies,’ or like-minded educators; and Build professional identity, relationship and collaboration, including investment in and ownership of education as a profession.
  • cation exp
  • 1) a domain, or shared idea of interest to which members are committed; 2) a community, where members engage in joint activities and discussions; and 3) a practice, where members develop a repertoire of resources that define the practice of their profession.
    • Deborah Cleveland
      Deborah Cleveland on 05 Feb 15
       
      OLLIE Community: Domain: Online/blended learning Joint activities and Discussions: To start with: Forums/diigo-ing/Twitter/ What other joint activities would we like to have in the community? Resource sharing: Diigo/sharing in forums/ Others?
  • Deborah Cleveland on 04 Feb 15
     
    Article that identifies the promise of online learning communities.
  • ksteingr on 04 Feb 15
     
    I can't view the article without an account, but thought this set of bulleted points was interesting. They are all powerful in themselves, but the idea of connecting them is a very large picture. Wonder if there is any sense of starting point, or if it is all mixed together? -Access knowledge that might not be available locally; -Share knowledge and learn from one another; -Create knowledge by supplying collaborative tools that combine 'creative geographies,' or like-minded educators; and -Build professional identity, relationship and collaboration, including investment in and ownership of education as a profession.
juliefulton

"Personalized" vs. "Personal" Learning - 36 views

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

shared by juliefulton on 11 Jul 15 - No Cached
  • Tocqueville’s observations
  • A suffix can change everything
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Harsh adverb.  Not all students analyze "ideas from the inside out".  I think that is something that personalized learning can teach them.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • principalchris
      principalchris on 12 Jul 15
       
      This is a topic that has been discussed for years - But how do I grade the project??  I am glad I do not receive a grade for being the principal!
  • ...75 more annotations...
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community. Even proponents of personal learning may sometimes forget that fact, but it’s a fact that was never learned by supporters of personalized learning.
    • principalchris
      principalchris on 12 Jul 15
       
      I like the fact that Alfie Kohn makes the reader think.  He is a word smith and must love kids!
  • 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.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning. 
    • marydermit
      marydermit on 12 Jul 15
       
      Yes, new forms of assessment will be needed with PL.  I think this maybe a challenge because standardized tests are tied to funding.  I am afraid standardized tests are here to stay until funding changes are made at the state /federal level.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always an issue. Making sure everyone is on the same page.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I think my original comment about change being difficult for veteran teachers was deleted (accidentally by me).  Part of my statement mentioned the need for PD on PL.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that everyone needs to be on the same page.  Too many times we get bombarded in PD sessions and walk away with mixed emotions and different understandings about what we learned about.  PL needs to be a clear, cut definition amongst everyone in the building.  It wouldn't be a bad idea to have PD on PL.  Veteran teachers absolutely need to be up to date on reaching all learners and stepping themselves out of their comfort zones to help reach every student's needs individually, not in a whole group setting.  
    • dwefel
      dwefel on 15 Jul 15
       
      This will be a big challenge getting everyone on board.
    • kainley
      kainley on 16 Jul 15
       
      I agree that it would be a challenge to get everyone on the same page. I like the idea of PD, but how do we get our administrators to "buy in"? Then after that, how do you get people who are set in their way, especially if it is improving test scores, to change their thinking so we are focused on the whole child?
    • kburrington
      kburrington on 16 Jul 15
       
      I guess I would like to go back a step and look at how college educational departments are teaching Personal Learning. I would say most teachers are teaching the way they were taught. Maybe the change needs to start there also.
    • katie50009
      katie50009 on 16 Jul 15
       
      As a district we tried to define creativity during PD incorporating the 4C's. It was no easy task. It is even more difficult to measure!
    • juliefulton
      juliefulton on 22 Jul 15
       
      It seems as though we need a multi-phase approach at infusing PL in our educational systems. I agree with needing PD for our current teachers and that colleges need to be modeling PL for our new teachers. We also need to inspire our students to be individual thinkers rather than the 'check mark the box' learners that our system currently promotes.
  • best thing we can do for kids is empower them
  • he demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • marydermit
      marydermit on 12 Jul 15
       
      This sounds like more of the same unless PL stakeholders and teachers are involved in the R&D.
    • katie50009
      katie50009 on 16 Jul 15
       
      When thinking about the constraints of our current system--Common Core, standards assessments, pacing guides, etc.--I wonder if PL will become anything more than a dream or a small scale implementation.
  • Personalized learning entails adjusting the difficulty level of prefabricated
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves. In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educators will need to be informed on what it will look like for students to take these opportunities which won't be directed by us or possibly by curriculum. They will need to learn how to help students on this path and not hinder them.
    • marydermit
      marydermit on 12 Jul 15
       
      PD is vital for teachers.  If left out it will not be good for anyone most of all the students.  
    • spfantz
      spfantz on 13 Jul 15
       
      This definition is vague, I too would like to look at specific curriculum pathways and opportunities. Seeing personalized learning in action, and the role of the teacher would be interesting.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      I now understand more the difference between "personalized" and "personal" learning, but I do agree that staff and administrators need to be more informed and given specific examples or experiences to help us learn more about implementing it and what our role is as a teacher. It would be nice to be given examples of this in action. It seems so confusing once you think about how teachers do this in the classroom, but I think it can make a big difference in schools and student learning in the future. 
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This quote really helped me to understand more of what we are learning about. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed, this is a very helpful statement, but I think I would also agree that I would like to see what PL looks like. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      This is a very helpful statement, PD with time to implement is important for success. In addition to teachers being educated about PL, parents will also need to be educated. In my district as we have tried to incorporate more technology, unless the parents are in agreement, the changes have not been successful.
    • kaberding
      kaberding on 16 Jul 15
       
      I have a better understanding of personalized learning vs. personal learning.  I like how the author states the difference; it makes it very easy to differentiate between the two terms.  In regards to the rest of the statement, I think that professional development is a vital key in getting teachers "on board" with this concept.  I have cotaught with many general education teachers, and it is difficult for some to see how this will work and what this can look like.  A bank of teachers "in action" would be great for all teachers to access to get ideas!  
    • kburrington
      kburrington on 16 Jul 15
       
      I totally agree that there are a lot of people who would have to get on board. I now realize that I'm just providing personalized learning with my Odysseyware, not personal learning by any means.
  • moving ownership of learning away from the teacher and more toward the student.
    • madonna63
      madonna63 on 12 Jul 15
       
      Our current way of teaching is somewhat like a 'helicopter mother'. We aren't letting students try and fail on their own, without us being there to catch them. We need to be more of a teacher/resource person to instruct and /or guide when needed. Also, like a grandmother-giving positive feedback.
    • marydermit
      marydermit on 12 Jul 15
       
      We do not teach students that failure is part of learning or the importance of what we can learn from a failed attempt. Sticky notes are a perfect example.
    • spfantz
      spfantz on 13 Jul 15
       
      Some of the online programs such as Khan Academy and E2020 are the epitomy of nonpersonalized learning, yet we are enrolling more and more students each year.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      This is where students could/should be encouraged to seek out resources that fit their individual interests.  It is a step in the right direction, but needs to be applied in a way that will help students become stronger learners. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the online programs are just classroom lectures put on the computer and are more of the same. 
    • jroffman
      jroffman on 15 Jul 15
       
      I think it is a great idea to have students be responsible or the "owner" of their own learning, we need to get parents and administration on board with this, I feel that way too often it is the teachers fault or the schools fault when kids are not learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I have to admit, I am that 'helicopter mother' teacher sometimes. I agree, teachers need to find individual interests in students and figure out how they want to learn and step away and allow students to figure out how they learn best, even if they do fail at first.
  • It requires the presence of a caring teacher who knows each child well.
    • madonna63
      madonna63 on 12 Jul 15
       
      The idea of each student having a teacher(s) know her/him well is vital. We don't want students just being set free and only "check in" as they go along. They will feel very disconnected and alone. They need to be known, cared for. Teachers might have times during the year when she gets her students together to do activities to get to know each other, celebrate holidays, etc.
    • marydermit
      marydermit on 12 Jul 15
       
      I like your idea of getting students together for a celebration It could be a celebration of learning to highlight student work / projects.  This fits into the PL model of "learn to learn, learn to do, learn to be." 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I wonder in an ideal PL environment what the student/teacher ratio should be?  Large classes are tough to get to know students in the way that PL suggests
    • nwhipple
      nwhipple on 15 Jul 15
       
      "Ah Ha".. every teacher who is there for their students should know their students well.  Not only how they learn, but about their family life and themselves personally.  Building a relationship with each child is huge.  I couldn't imagine walking into my room every morning and not wanting to connect with each student, individually and personally, daily.  If teachers aren't going to be caring and willing to get to know each of their students, then they shouldn't be allowed to have their minds to mold.  
    • jroffman
      jroffman on 15 Jul 15
       
      Part of the requirement of the Voluntary 4 year old preschool program is that I go to each home before school starts and do a home visit. I love it, I think it is the best idea ever and I really think all elementary teachers should do it. I really think that I make a strong connection with all of my students by having them meet me in their home where they are in the most control. Even though I know each child very well I just feel like there is not enough of me to go around, there are always those one or two students that require more time and energy while the rest are kind of on their own.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think home visits are wonderful, although I am not sure my high school students would want Mrs. Hansen coming to their house! ha ha. I do make it a priority to keep the lines of communication open with families, in fact, I send out emails weekly (personal), make calls (5 a day, positive and negative), and even send out personal welcome letters at the start of the year. It makes quite the difference in how my students work for me! (Alissa Hansen)
  • echnology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • spfantz
      spfantz on 13 Jul 15
       
      The definitions we have read about personalized learning incorporate technology as an important piece of the personalized learning experience, so this surprises me.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Yes this surprised me too! A lot of my kids learn best through using technology since they are surrounded by it today within this generation, and engages them more so to me it makes sense to have technology be a big part of personalized learning. 
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree! How can technology not be part of the personal learning environment? There are so many opportunities for students to use technology to reach out to others all over the world for collaboration. Technology doesn't have to be relegated only to ed-tech programs.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I guess the idea behind the technology is to use it so students have the freedom to gather authentic and meaningful information to help them towards mastery, instead of using technology just for technology sake. A lot of us do, but I have definitely encountered classrooms that like the idea of having technology in the classroom, but it does nothing to further learning in students. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      I think with this statement, the author is trying to remind us that personalized learning is more than technology. You don't have to use technology to truly personalize learning for students but that it can be one of the "tools" in the teacher's toolbox to help students learn.
    • lisa noe
      lisa noe on 16 Jul 15
       
      I think that the author is implying that technology itself shouldn't be the teacher but more like a partner in learning. I personally think that too many times technology impedes learning.  Students don't have to think or try to figure something out, they can just Google the answer.  If all the answers in the universe can be found in Google what is the point of learning?  We need students to think of things that aren't out there yet.  To discover the unknown.  
  • specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • spfantz
      spfantz on 13 Jul 15
       
      This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I absolutely agree with you!  It is VERY hard to teach the specific standards for the test while wanting to be creative.  More projects take time and time is inevitable.  We need more time to make learning "fun" and "meet all the standards".  I find kindergarten to be a challenge to balance the standards and crafts/fun.  I know I tried hard this year to let the kids "play" at their tables during math and reading with manipulative instead of constantly doing pages from our math/reading books.  
    • emilyzelenovich
      emilyzelenovich on 13 Jul 15
       
      Curiosity is something I really see lacking in some students today (at least high school students).  Many have a really hard time thinking of things they want to know or learn about or believe they can just get the answer to a question by looking online.  I have many students, who when given the chance to research a topic of their choice, believe they aren't interested in anything. This would be a challenge with peronalized learning. 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I agree: curiosity has to have motivation.  I allow students to choose their research topic, and once they delve into it, they start asking me questions, which, in turn, I help them find internet info that might send them in the right direction.  Then, they fly!
    • alissahansen
      alissahansen on 14 Jul 15
       
      Sadly, I too have seen more and more lack of innovation and creativity with students and the issue is on the rise it seems. I know with my own experiences as a high school English teacher that students really struggle coming up with their own original ideas, and even with lots of guidance and modeling beforehand. It's as if they do not trust themselves to make a good decision and this is so sad! I try to be very eclectic with how I teach the curriculum and my students will tell you that they do have a lot of choice and voice in my class, but they still need to meet standards and achieve mastery at some levels. I just don't know what it is that seems to be holding students back anymore. I do think PL can help this issue, but I do think that students will have difficulty (as with any chance) getting into such a different system if they already struggle being authentic, generating original ideas, and being creative. (Alissa Hansen)
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      This is very true in many schools. I can relate to this, since our school has been focused on following our new school's reading curriculum this year and focusing on test scores each week. It isn't allowing us to be creative in our classrooms. How do we change the views of administrators to help them allow us to have more personalized learning in our classrooms?
    • kainley
      kainley on 13 Jul 15
       
      I worry about adding personalized learning to our environment too. We have seen 20% growth in reading scores on Iowa Assessments as we switched our Tier One instruction to a new curriculum. I think our curriculum and the way that teachers are constantly looking at data and working together to create better ways to meet student needs (small group instruction, mixing up classes, intensive guided groups, etc.) has been successful. I wonder how personalized learning lends it self to standardized tests...although the voice of reason in the back of my mind keeps reminding me that one test on one day is no way to measure what a student knows...or for that matter who they are!
    • alissahansen
      alissahansen on 14 Jul 15
       
      We have seen a lot of growth with Iowa Assessments too, and it is a result of the amazing teachers in our building and the data teams. I do wonder what assessments look like in a PL environment. There has been a sharp focus on reading and math scores, and scores equate to funding, so I have a feeling that this would be a hard sell...sadly. How can the bureaucracy of the educational world come to terms with what learners truly need/want? I guess this is always up for debate, and once you add in the giving "students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions," it tends to scare people.
    • alissahansen
      alissahansen on 15 Jul 15
       
      (last comment was from Alissa Hansen)
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      This is a true concern, as we have pre and post assessments for each unit to gauge their mastery of the standards.  While I find that information valuable, it is a struggle (and great concern) for many of my colleagues regarding the "freedom" to be creative in how they approach the standards.  I hope to better understand how the idea of innovation and creativity can coexist with necessary curriculum through PL.  Sharing that with concerned colleagues will be a great boost to morale, for sure!
  • The larger point is this: This moment of huge disruption requires us to think deeply about our goals and practices as educators, and it requires us to think deeply about the language we use. Words matter. More importantly, our thinking about what we want our kids to learn and our changed roles in that process matters. I’m suggesting that right now, because of the Web and the plethora of new technologies, 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, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I had the pleasure of listening to Will Richardson speak at our school two years ago. I learned so much from his presentation and I was so excited about all of the ideas he provided for our district. I was saddened by how many teachers in our district were really turned off by Will, and felt that the presentation was a waste of their time. Unfortunately, because of this pervasive attitude, we never really proceeded with his ideas for our district.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      These ideas require teachers to thinking beyond the traditional model, which is difficult for most to do or think about.  His example about flipping is a good example, it could be used to really create students who know how to learn, but most don't use it in a way that encourages personal learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I love this section. It really talks about students taking charge of their learning. I think it is so important for kids to make goals and to really understand where they are and where they need to be. It is neat when students can see where they started and where they end and realize that working towards goals really pays off. (Dana Wefel)
    • alissahansen
      alissahansen on 15 Jul 15
       
      Yes, students will only learn that metacognition and how it works by making their own goals and plans of action. I try to have my freshmen do this at the start of each school year and we revisit the list through the year. It is hard for them to create goals, even with modeling, however, so this is something that needs a lot of work (both the teaching of the concept and creating the goals). 14 and 15 year olds have a hard time seeing past the right now, and most struggle even more with articulating what they struggle with and what they are good at. I want to really help my students with this aspect as that will really help us get close to a PL environment. (Alissa Hansen)
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I have never really understood how flipping a classroom is supposed to be the future of education like so many educators are saying it is. 
    • bakersusan
      bakersusan on 15 Jul 15
       
      I totally agree. If I use the definition of flipping explain by this article, I've been flipping my classroom for most of my career.
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. T
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement does a great job of summarizing the goals of personalized learning, but I find myself wondering how we can move in this direction? There are so many changes that need to be made at every level of education and government that it seems almost impossible that we will actually ever be able to provide this type of environment to our students.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Doesn't it also mean a lower student-to-teacher ratio? I also think it seems nearly impossible to implement on a wide scale basis. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the system needs to change from top to bottom. If we aren't able to see change in the levels of education we will continue to struggle to see significant change.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree whole-heartedly Jessica! Transitioning from a more traditional model to a personal learning model would be a HUGE undertaking. We aren't just talking about PreK-12 education, but post-secondary as well. Teacher preparation programs would need to be overhauled as well. How does everyone get on the same page in terms of what Personal Learning means and what it involves? There is much work to be done at all levels of the educational system as well as the government that funds the public educational system. I can't really wrap my head around this monumental task.
    • ascallon
      ascallon on 14 Jul 15
       
      I agree students need to make their own choices.  How does the teacher motivate the student to choose more than the basics to get by.  Many students I see want to do the bare minimum and nothing more.
    • alissahansen
      alissahansen on 14 Jul 15
       
      I agree that change is going to be difficult and that the entire educational system would need to be revamped, and that would also mean students would need to be trained for this type of learning environment because they have been born into this "one size fits all" system. I am curious what that training would look like. I am also thinking that communities that are homes to these schools would also need to be educated on personalized learning, or I fear major problems. (Alissa Hansen)
    • nwhipple
      nwhipple on 15 Jul 15
       
      I changed up my teaching this year and did less large group time and more centers and small group instruction time.  I found that my time with a small group worked really well because it was individualized by what their needs were.  However, I am still tweaking my centers and how the kids motivate themselves.  I have things for them to do, but to get them to do "more" is the hard part, unless you are scaffolding it, constantly.  (Natalie Whipple)
    • moodyh
      moodyh on 15 Jul 15
       
      In my traditional high school classes, I am trying to work towards a more personalized classroom experience, (although I realize in taking this class that it's actually more of a differentiation approach.) I think someone has to initiate the change and make it successful and more people will try it.  
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am curious what you are doing to make your high school classroom more personalized. I am trying to do the same thing, but is very tough as I have classes of over 25 and see over 100 students everyday. I want this as my goal, but it seems like quite the mountain to climb. I like doing small groups, but my biggest issue is that I only see students for 45 minutes. I am not sure that is enough time to create a truly "meaningful line of inquiry, while building the skills to connect, synthesize, and analyze information into original products." (Alissa Hansen)
    • edamisch
      edamisch on 15 Jul 15
       
      What if a student's pace is excruciatingly slow?  How will a teacher ever get through everything? 
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything. 
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree with this statement.  Learning is a process of discovery, the acquisition or knowledge and sklls, and although you can learn many things by googling information, true learning goes beyond that.  You must know how and when to use this information.
    • bakersusan
      bakersusan on 15 Jul 15
       
      I too agree with this statement. Technology is a tool and shouldn't be expected to solve "problems" within education. I work in a 1:1 school, and as staff have come to a better understanding of technology and what it can and can't do, I see more true learning taking place. Once still has to remember that the most important component of learning are the people, not computers, iPads, etc...
    • alissahansen
      alissahansen on 15 Jul 15
       
       Agreed! I have students who cannot even tell time on a clock that is not digital or read a map...this is where things are going if we use technology for technology sake. (Alissa Hansen)
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement really resonated with me. I feel like as a teacher, we are supposed to "do it all." We are supposed to meet the individual needs of each student while also providing a mandated one size fits all curriculum with the goal of better test scores, and if we can't do all of this, then we are told that we have failed as teachers.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      Standardized testing is not consistent with personal learning. So how would schools be evaluated for progress? I don't see standardized testing going away anytime soon, but then again, it will take a long time to implement personal learning in a school, let alone the entire state and country.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Interesting and good point! I think this is important for all educators to realize and know that personal learning should never require technology. We need to use it to support our student's on going learning.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Maybe the idea of grading needs to be evaluated.  Even standards based grading does the same thing.  
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a difficult. How do we address this?
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      We use common rubrics that we design as a staff and use CCS as our guide.  It is difficult to set up at first, but it becomes second nature after a while.  On standardized writing, we set a baseline on three different student submissions so we are all on the same page while grading with the rubric, and we all understand what "proficient" and "approaching" clearly mean.  I have done this in two different districts--perhaps it is the same all over?
    • kainley
      kainley on 15 Jul 15
       
      We also use common rubrics that we designed. We are constantly changing them as we learn more about the standards. I love your idea of bringing submissions to a PLC and discussing what is truly proficient. I do wonder, how did you get your team to be brave enough to share?
  • not about giving students what they want, it’s about a
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a fear of mine. So difficult to not do for them what we really need them to do!
  • recommended learning path just for them.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      As a user of a couple ed-tech products, they are really no different than what happens in the traditional classroom. Students are receiving the same content but in a different way. This is still not a personal learning opportunity but an individualized learning opportunity. All of the students are still meeting the same objectives and completing the same work. There is really nothing personal about it. In a weak defense of these products, I have had students do quite well using ed-tech programs. They were at least showing up to school on a more consistent basis and completing work. That doesn't necessarily mean that it was the best way for them to learn but it was a slight improvement over their previuos experience in the traditional high school setting.
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think using a program like Edgenuity is personalizing for students.  All students use the same program.  I think it's more differentiation and individualization.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with you that programs like Edgenuity are more about differentiation or individualization and not personalization but I think we can get there with programs like this if we can get the publishers to adapt them for more personalized choices. It can be built into the programming and if there is enough market f  or it they will create it. Education is a  slow moving train but with time and a push from educators this can and I believe will happen in the future.
  • because of the larger preoccupation with data data data data data.
    • ascallon
      ascallon on 14 Jul 15
       
      A comment from a recent high school grad--standardized tests don't show individuality yet schools are funded by test scores. 
  • Tracking kids’ “progress” with digital profiles
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think it's fair that one test has so much value for a student.  Iowa Assessment scores are used for PSEO criteria, class placement.  If the student tests poorly due to illness, classroom environment, or just a bad day--it can have quite an effect on his/her future classes.
  • their choices are limited to when — or maybe, if they’re lucky, how – they’ll master a set of skills mandated by people who have never met them.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I worry about students who have gotten all the way to high school with a lack of intrinsic motivation.  So many are off track to graduate, so I guess I wonder how PL will help these kids if they already lack motivation.  Often, their goals are to be in a trade, which is fine, but they may see their parent making this work look easy.  For PL, I feel cautious around motivating the hard-to-motivate.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is one of my greatest concerns as well. I have so many students who struggle to find anything to write about, read about, talk about that matters or is thought provoking to them. How would they handle the flexibility and independence that comes with PL? 
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Not every subject lends itself to technology, such as science, which requires hands-on lab work.
    • moodyh
      moodyh on 15 Jul 15
       
      Another image comes to mind. https://s-media-cache-ak0.pinimg.com/736x/1d/eb/5c/1deb5c1cf49a5dbb7689131f3cc8b9a9.jpg I am all for technology as an OPTION, not as a requirement.
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I totally agree! It is a seemingly impossible task to get students to put aside their technology for the sake of real world interaction.  I use technology, and invite them to use technology when appropriate and, ahem, innovative ;) but to get them interested in a novel is becoming increasingly difficult.  I feel that I share my passion for what we're learning, but it is a constant struggle to keep them interested without a screen.
    • kburrington
      kburrington on 16 Jul 15
       
      I think of my favorite teachers and the classes I felt I learn the most in and I never remember there being a computer there. Technology is a tool not a substitute for teaching. KB
  • artificially personalized
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • sheilig
      sheilig on 15 Jul 15
       
      Is this where Skoolbo, Moby Max, Scootpad, and other sites like these fit? 
  • Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
    • sheilig
      sheilig on 15 Jul 15
       
      YES! I don't see kids free reading enough. It's an inexpensive, easy, and effective strategy. It can be done when the internet is down, too! (I'm saying this because there have been times when we have lost power or internet and kids feel we should cancel school!)
    • alissahansen
      alissahansen on 15 Jul 15
       
      hahaha. I have heard that from so many of our students, and believe me, a little too often than not because our school is moving closer to 1-to-1 and it has done a number to the stability of the Internet, so of course as the district was increasing our bandwidth, there were a number of hours we lost power. But of course, I have students read independent reading novels each semester and create a project/presentation over what they choose, this gave them time to read in class! Most students really enjoyed reading a book, but I did have students look at me like I was crazy, "What, a book that is 100 pages or more?!"  (Alissa Hansen)
  • 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.
    • sheilig
      sheilig on 15 Jul 15
       
      There is so much information out there that talks about "personalized learning." So, yes, I agree that everyone in the district needs to be on the same page about the definition and ways to implement it.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance
    • kainley
      kainley on 15 Jul 15
       
      This is exactly why I think that PL will be a hard sell to my district. We ARE seeing growth on the test...does that mean that we are taking into account the whole child...no. However, this is how we measure growth and I'd like to know how we can even change that?
  • ‘We often say we wan
  • don’t lear
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that not all students learn the same way, especially at age 5.  I honor their learning differences daily but I am often challenged by grouping them based on their ability  and fitting in time to have them reach the standard for the day on their own.  The common core wants all kids proficient by the end of their school year in all their standards.  It gets tricky to personalize every child's learning and have them do it at their own pace when some may take 4-5 weeks to accomplish 1 standard.  This is where I worry about not having enough hours in the day and days in the school year.  
    • jroffman
      jroffman on 15 Jul 15
       
      I agree too! Not all students learn the same way I also think that is why now in the preschool classroom I am having to teach students how to play. I think that even at a very young age kids are taught to wait and be told what to do. I always think back to my youngest brother who struggled in school, and how he was told he would never make it. He went into farming and now at the age of 26 bought his first farm and milks over 100 cows, I would say he is successful even though he didn't make all of the common core goals. 
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      When I think of the work I do with high school students, this is clearly something we deal with every day.  I present information in a variety of ways to attempt to meet the needs of different learning styles and I really try to "keep it moving" to avoid losing the attention of very "short-attention-spanned" kids! I think we can all relate to this, and I certainly agree that personalization will help adjust traditional learning to meet the needs of all students a little better. (Jennifer Betz)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • kainley
      kainley on 15 Jul 15
       
      I love that students get choice. I love that they are connecting, synthesizing and analyzing. I love that they are creating something original. I guess I am wonder what a personalized environment would be for PL. In my class we follow the Daily 5 and with that, we have a comfortable reading space, cushions that can be brought to anywhere in the room, soft lamp light, tables for 4-6 students to work together, buddy areas.."home-looking." I mean is that what this is, or am I way off base?
    • jroffman
      jroffman on 15 Jul 15
       
      I struggle with creating a personalized classroom because of space, when students start projects one day they have to be put away at the end of play time otherwise we won't have space for large group or table activities. I also struggle with enough adults in the classroom, students are not comfortable with that much freedom and want a teacher next to them for guidance, but one teacher to 18 kids just doesn't work most of the time. My other issue is a personal issue I am an all or nothing type of person and I get frustrated when it doesn't look like I think it should. In reality I am probally doing an okay job with personalized learning, but I have LOTS of improvements to make. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree that many students have difficultly thinking outside of the box.  I believe that is because we have quashed individuality.  We ask everyone to conform to our standards.  Our society has a habit of criticizing those that go against the norm.  We expect all students to follow the same path and to want the same things.  Students don't want to be embarrassed for thinking or looking differently.  I see this happen frequently during group work.  There always seems to be a strong-minded individual who takes charge.  Many times other members' voices are never heard even though they may have equally as good of ideas, if not better.  Many students have zero confidence in themselves so they never stand up and let their voice be heard.  Hence, cookie cutters. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am nodding my head in agreement to your every statement here Lisa. With all of the assessments and data driven curriculum we have not given students any room or confidence to be creative or innovative. And when we do ask for it, students are so reluctant out of fear and that fear is paralytic. PL has so many benefits. Don't we want our future citizens to be innovators and critical thinkers? I think we do and our current educational system seems to imprison any originality. (Alissa Hansen.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with both of you (Lisa and Alisson) students today are afraid of being different or standing out because they are afraid of not being accepted. I also agree that society has taught us this lesson all too well. However, if we begin to initiate higher order, more individualized thinking and expression of ideas at an early age then our societal norms will eventually begin to change and persoanalized individual learning will become the expectation and eventually the new norm. We can only hope and dream for that day to come. 
  • Three words seem to be dancing around in my head of late when it comes to current thinking about education: “personalization,” “engagement” and “flip.” All three were on display on the vendor floor and in session rooms at last week’s International Society for Technology in Education conference in San Diego, one of the largest ed tech conferences in the world attended by upward of 18,000 people.
  • It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • moodyh
      moodyh on 15 Jul 15
       
      This is what happened in my last school district.  The administration thought that a computer program could solve all the issues, but very few students learned well from a computer program.
    • kburrington
      kburrington on 16 Jul 15
       
      We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think the issue is differences in the meaning of personalized learning. As we discussed in class previously, personalized learning is not the same thing as differentiation, which is supposed to meet students' needs. Personalized learning is truly about putting students in control of their learning and supporting them in developing that learning!
    • juliefulton
      juliefulton on 22 Jul 15
       
      When a student is unsuccessful in the traditional classroom we look to computer classes to fulfill the credit requirement. The focus is on successfully fulfilling the requirement rather than on learning. If schools were to turn to component recovery with a unit that allows personalized learning, the student could do both - learn and fulfill the graduation requirement.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers. It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • moodyh
      moodyh on 15 Jul 15
       
      This line makes me think of this image. https://marinarn.files.wordpress.com/2013/03/pic1.jpg I think there will have to be some re"training" for teachers and students to be able to deal with the vast sums of knowledge available to everyone.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed! In my own English classroom, and I know I am not alone, students have access to millions of reviews and analyses of the literature we read in our own classroom so my goal is always to have them either create a product based on their own understanding of a concept, character, plot point, etc. or I do my best to give them choices for them to navigate their own understanding. A lot of "required" literature is all found online and there is so much out there on most aspects of each piece. Technology can make this aspect very difficult as students have all of this at their fingertips, and our goal as educators is for students to gain their own sense of meaning from what they have seen, read, heard, while also building skills that lead towards mastery along the way. (Alissa Hansen)
  • 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.
    • dwefel
      dwefel on 15 Jul 15
       
      This is a great piece in the article. It really got me thinking of how boring school is for kids. As an educator I 100% want my students to be engaged and having fun learning. It would be so great to hear old kids tell their younger siblings how much fun school is!
  • Technology and the Web has radically changed that concept.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Technology has changed the way EVERYTHING is done in the classroom as students have access to EVERYTHING now. So, what can we do as educators to make sure they are having meaningful and authentic experiences in our classrooms? How do some of you deal with this issue? I know I put a lot of work into the in-class and out of class work that I have students do because many questions/answers can be found so quickly by students and this occurs anytime and anywhere. (Alissa Hansen)
  • “free to expand as a standardized individual.”[1]
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think this is a great quote that truly shows just how contradictory our world is! And especially with education. (Alissa Hansen)
    • principalchris
      principalchris on 16 Jul 15
       
      Alissa, I like this quote as well.  We are free to educate as long as everyone gets 100% on the standardized test.
  • 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.
  • 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.
  • can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions a
  • personalization only comes when students have authentic choice over how to tackle a problem
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I like how this is stated..."authentic choice." We all want to be given choice in what we do each day...personally or professionally.  I think it is imperative to give students choice, when possible, in their learning.  But, the term "authentic" is what strikes me, because when I think of the choice I'm able to give students, I question whether or not it is authentic. When I offer students their choice of six different novels to read for a unit of study, is that truly authentic?  I'm doubting so.  It is a struggle, for sure.
    • katie50009
      katie50009 on 16 Jul 15
       
      I was also struggling with the word "authentic" here. Or even "how to tackle a problem." What problem? Why is this an important problem to tackle? Why? Would the student agree that it is worth tackling much less how to tackle it?
    • juliefulton
      juliefulton on 22 Jul 15
       
      I like the use of "authentic" however I am equally curious how a teacher manages a situation when the student does not believe it is worth tackling the question, as the previous reader noted. This is a great example of a need for PD - help teachers with strategies to inspire their students to want to take chances and risks to learn.
  • personalization only comes when students have authentic choice over how to tackle a problem
  • personalization only comes when students have authentic choice over how to tackle a problem
  • the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • edamisch
      edamisch on 15 Jul 15
       
      Technology is great and all, but it does have it's drawbacks.   A family friend was all excited that her baby could do XYZ on an iPad at a young age to find out later that her pediatrician thought that very thing might be why her speech was so delayed.  
  • better test scores
    • edamisch
      edamisch on 15 Jul 15
       
      I've been interviewing and the question every district seems to ask it about data, data, data.  Two and four years ago, this was not the case.  I believe this is because of the high stakes testing trend in recent years.  
  • individualism yet experience a “relentless pressure to conform.”
    • edamisch
      edamisch on 15 Jul 15
       
      This reminds me of the "hipster" trend - "let's all be different in the same way." 
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • edamisch
      edamisch on 15 Jul 15
       
      There are districts using Rosetta Stone as opposed to foreign language teachers out there! 
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another.
    • edamisch
      edamisch on 15 Jul 15
       
      I'll admit, there is one tiny, tiny part of me that thinks, "My parents' generation turned out alright without flipped/project-based/differentiated/insert every other educational buzzword here." Honestly sometimes I do wonder if all these best practice trends aren't leading to an egocentric, narcissistic  generation.  Selfies for example.  But then there's a larger part of me that knows the factory model doesn't work in education either.  
    • lisa noe
      lisa noe on 16 Jul 15
       
      I agree!  I think of all the amazing things that have been invented in history and wonder, how in the world did they do it without technology?!  I know that our world is changing, and that to continue to grow we must change, but sometimes things are better left as is. As I type that, I realize our educational system needs to be overhauled.  It's just that every time I turn around someone is trying to "sell" us something else they claim will work, and before we even have a chance to get it up and running something new comes along. :)
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I have to agree with this statement.  With high school students who are over-involved (or resistant to be involved in anything at all) homework is rarely a priority.  Perhaps for a math class or a world language class where they have actual "work" to hand in, but when it comes to students finding reading time outside of class and putting as much effort into English is a challenge, for sure.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is a common discussion in the English department at my school. We struggle to figure out how to make any kind of outside reading or homework a priority. We have tried providing more time in class, but then we often run out of time or students grow tired of doing one thing for too long. Trying to help them see value and meaning in the work we assign is tricky.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
  • The Web has changed or is changing just about everything when it comes to how we think about the ways in which we communicate, collaborate and create.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • kaberding
      kaberding on 16 Jul 15
       
      It is hard to compete with technology.  When I think of technology, I think of even simple things like a cd player, video (the old VHS), radio station (for current news), etc.  As educators, we have been using technology to teach since we could get our hands on it. How about a simple cassette player with the ABC song on it?  I'm sure every educator has put their hands on any technology device that can help their students gain a better understanding of what is being taught. So I tend to disagree with idea that we shouldn't have to engage students without technology.  We should have to engage them with whatever is out there; doesn't that contradict the whole idea of listening to lecture is not an effective teaching strategy?  Basically, when I think of the term technology, I think of any form of it; not just the Web.  
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with.
    • kaberding
      kaberding on 16 Jul 15
       
      Personalization scares me to the extent that we are not only talking about teaching the content, but being an expert in whatever they choose as personal learning.  Or at least knowing how or where they can access all the information for their personal learning.  With class sizes only growing, I am nervous to see how planning, tracking, and assessing the learning will go.  
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I will admit, this is the component of personalized learning I have not yet been able to wrap my head around. In thinking about how to manage the learning of all students in the classroom when the content may be different is kind of intimidating. Teachers who have experience with personalized learning like project-based learning have shared that it is not as difficult as it might seem and that the students work harder than they do. I think it is important that people don't get the idea that it is a hands-off approach from the teacher; it is simply putting the learning in their control and supporting them with developing their learning!
  • personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.”
  • personalization,” “engagement” and “flip.
  • personalization,” “engagement” and “flip
  • “personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.
  • “personalization,” “engagement” and “flip.”
  • engagement
    • kaberding
      kaberding on 16 Jul 15
       
      When I think of these terms, I think of differentiation.  To me that is what personalizing, engaging, and flipping learning can be.  Only until you add the term personal does that change and move away from differentiation.  
  • system of accountability in the U.S. educational system,
    • katie50009
      katie50009 on 16 Jul 15
       
      I struggle with the systemic changes that will need to be made to have complete personalized learning for all students while still have some accountability for what goes on in the classrooms of America. I don't want to appear negative, and I am certainly for personalized learning, but I am conflicted on how this can happen and still have accountability
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that there are a number of systematic changes that will need to occur before personalized learning really takes hold in the US. In my opinion, there are still many ways to keep teachers and students accountable through personalized learning (i.e. still meeting the standards but through a project-based way). It is going to take some time for policy makers and other stakeholders in education to realize the possibilities personalized learning has to offer. I think it starts with having success with it in our own classrooms and success only comes through a number of attempts! I like to think of it as "If not us, who? If not now, when?"
  • We often say we want creativity and innovation
  • whole-child personalization many teachers dream of offering.
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      Whether you call it personal or personalized learning, this is what it is all about! To nurture students' natural curiosity, we want students learning about things they are passionate about. By supporting students in creating projects that reflect their unique needs and interests, we are truly teaching to the child. Again, this doesn't mean teaching one student about addition using basketballs and another ballet shoes, but about getting students actively involved in their learning and putting more of the control in their hands. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • juliefulton
      juliefulton on 22 Jul 15
       
      I wholeheartedly agree with all of the comments and agree that we need to place emphasis on the young learners to change societal norms which are incredibly strong in the high school culture.
Andrea Compton

ollie_4: Building a Better Mousetrap - 1 views

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

shared by Andrea Compton on 23 Jan 13 - No Cached
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      I understand why teachers want to allow students freedom to be creative in the process of completing a product that demonstrates learning, but the fact is that without the criteria for completion and mastery (two rubric dimensions) students won't know what exactly it is they are supposed to demonstrate to prove learning. Additionally, most students don't know where to go with a new product to demonstrate learning and to be creative with it. If they had that kind of mastery of a product/learning then they wouldn't have to be taught it in the first place. Rubrics or some identification of critical elements that demonstrate that learning has happened on the standards necessary is vital. 
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Your comment about students not knowing where to go with a new product is huge. I have found that "regurgitation" of others notes/lectures/explanations/ideas seem to come through for many students. That creative component is difficult
  • rubrics their institution developed can be used to reliably
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      That's the key; creating valid and reliable rubrics that truly assess what needs to be assessed.
  • ...71 more annotations...
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy
  • “Meaningfully” here means both consistently and accurately
    • Mary Trent
      Mary Trent on 24 Jan 13
       
      This is the key! Sometimes feels like an unsolvable puzzle!
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Very true. I am guilty of not always being consistent from student to student. Rubrics help, but also for me to complete the grading of an assignment in one sitting :)
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      As an educator, I have the tendency to place in my rubric.....teacher impression in comparison to the peer group. Yes, that is one area students do not like because the view it as "opinion". This is usually from my A students who want the path of least resistance.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      I love rubrics because it not only helps me be consistent but it makes very clear my expectation on an assignment/project. If they ask a question I can often say, "refer to your rubric".
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      "...consistently and accurately" this is vital!
  • “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
  • rubrics can help the student with self-assessment;
  • the habits of mind practiced in the act of self-assessment.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
  • two basic elements to a scoring rubric
  • the vital “traits,” key qualities, or “dimensions,” to be rated
    • anonymous
      anonymous on 24 Jan 13
       
      Naturally, the traits have to reflect the assignment.
    • anonymous
      anonymous on 28 Jan 13
       
      i agree or the assignments wouldn't match up!
  • “rating scale.
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      I agree that this is powerful. But unfortunately, having the students build the rubric and then complete the product of the rubric becomes very time consuming. It is important to pick and choose when instruction will be furthered by the students' participation in the creation of the rubric and when it is not feasible because of the time commitment and loss of time that would need to be committed to another set of learning goals.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I would agree with this. I think it also makes a difference if the purpose of the rubric is for final grading or scaffolding. Students may not have a good feel for the different levels when first tackling a topic/project.
  • withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      It is so unfair to students not to give them a rubric for assessment purposes. Without a rubric they are left in the dark to guess what the teachers wants, what the teacher expects, what emphasis the teacher is placing on various parts of the assignment, etc. Rubrics make assessment transparent rather than secretive!
  • best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • anonymous
      anonymous on 24 Jan 13
       
      Design multiple templates and then copy/paste as needed.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      Is this a skill most teachers possess? It boggles my mind and intimidates me just reading about it.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I would hope teachers have these skills - if not, they need to develop the skills in order to provide the best assessment procedures possible. There are many available resources - books, classes, etc. - for learning these skills.
  • “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels: “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      Yes!
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Exactly! Get students vested in the assessment.
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • longer scales make it harder to get agreement among scorers
  • extremely short scales make it difficult to identify small differences between students.
    • anonymous
      anonymous on 24 Jan 13
       
      Seems to be an argument for something that is 'just right'. I think that would be better for the students also, as they can see what they need to do and not get confused
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      However, that is a poorly written rubric. And perhaps a poorly written rubric with criteria that a student can follow is better than no guidance or standard at all?
  • some rubrics are dumb.’”
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree completely! I love the example quoted below - this was one bright and creative student! Some rubrics are dumb, and this is why it is so extremely difficult to develop a "one size fits all" rubric! This is also why I feel teachers should be developing their own rubrics based on the needs and requirements of their subject area and class.
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      Absolutely. "Some rubrics ARE dumb."
  • Analytical or holistic
  • It’s the design
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated
  • mistake the design of specific rubrics with the concept of rubrics in general.
  • analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
  • document, “Best Practices in Student Outcomes Assessment.”
  • If you visit the web page I cut and pasted this from, you will find that each item is hyperlinked to a full explanation of the step.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      FYI - This seems to be a dead link.
  • “general” or “specific.”
  • “analytic” or “holistic.”
  • weight dimensions
  • Steps in developing a scoring rubric
  • With your colleagues
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      The collaboration among colleagues to create a rubric can not only create a much more reliable and valid rubric, but can also lead to professional growth (through the discussion) and improved instruction because of the collaboration and growth.
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      I agree that this collaboration is well suited for bringing reliable and valid data. With the new "collaboration" mandate where we have over 30 hours to collaborate, documenting on Diggio can enhance the situation for true collaboration... :)
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      Mary, that's so true. Diigo and other sharing forums like it will be incredibly helpful as we move to the new collaboration requirements. This is especially true when 30 hours of face-to-face time (depending on how it will ultimately be defined and delineated) might be impossible to find.
  • second step is deciding who your audience is going to be.
  • decide whether you need a rubric
  • purpose of assessment is.
  • a meta-rubric to assess our rubric
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Never heard of this til now.
  • . Chicago Public Schools web-site
  • Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.
    • anonymous
      anonymous on 24 Jan 13
       
      I think this is important. It will take some careful consideration to phrase statements in a way that is descriptive of the expectation without judging it.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree completely. When a student uses a rubric as a guide to how their work will be assessed it is not possible for them to define our meaning of the word "good" which is why that would not be a reasonable expectation on a rubric.
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning” (Skillings and Ferrell) and mitagate both teacher bias and the perception of teacher bias (Mathews).
    • anonymous
      anonymous on 23 Jan 13
       
      As mentioned earlier, having access to the rubric prior to instruction, and using it to self-evaluate provides the student with more guidance as they do their work.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      I think they make grading look more objective then subjective and that should help with students thinking teachers grade them lower than their peers simply because "they don't like me".
    • Mike Todd
      Mike Todd on 27 Jan 13
       
      I would like to see more resources that specifically show more designs that are for open-ended writing prompts and projects - this kind of student work is often expected to have different elements depending on the project, writing these rubrics is tricky!
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      If the rubric is to be used by multiple teachers/scorers, reliability can be further increased by having "exemplars" of work at various levels and having some combined scoring practice to "calibrate" the scoring...similar to our group task for this week. We use this for scoring the ICAM tests.
  • static elements encouraging students to simply make sure their essays have those features
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I think there is still a place for a few of these in a rubric - they identify key pieces that are expected in a final project. Unless you're going to have students continually revise until they are at the top level in every category, this kind of thing may be needed from time to time.
    • anonymous
      anonymous on 28 Jan 13
       
      I agree with you that this kind of thing may be needed from time to time to show the students that the essays need to have those features in the paper.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree also, but those are only a small part of a good rubric and shouldn't be the emphasis of the expectation.
  • if you feel that one dimension is more important than another.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I always used this to emphasize the main point of the project, but still give some weight to other important pieces, such as organization and mechanics.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      Me also, it seems unbalanced to give the same weight to the non-essential but still important parts of an assignment, rather than weighting the most importart parts higher.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      I have done weighting before as well. I wonder if this causes some students to play the "points game." If they do the main element really well, can they still get the grade they want and not do the other elements. But I guess the good point would be that they got the main element.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Mary Trent
      Mary Trent on 24 Jan 13
       
      I think this is a really good idea. Many times we think our rubric is what we are looking for, but many times we might have missed a key point.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I find that a lot in my teaching- I will develop a rubric for a specific assignment and then make modifications the next year, if I find something wasn't quite right after I used it to actually grade assignments.
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Like both of you, should it be white and black....or lots of gray?
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      This is why making a template and being able to make modifications - add and subtract - each year or throughout the year makes things so much easier.
  • educators in all disciplines to assess outcomes in learning situations that require critical thinking and are multidimensional
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I like this quote that explains in very simple terms what rubrics can be used for. It specifies the use of rubrics so educators understand their purpose, to be used for assignments that "require critical thinking and are multidimensional" so educators don't overuse them for the wrong assignments.
  • “on what students have actually learned rather than what they have been taught,”
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I like this quote- it reminds me of another quote that says "If the students didn't learn, did the teacher really teach?" Good food for thought...
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      What a concept! Love to read that this at a post-secondary institution.
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      This is indicative of the changing paradigm from teaching and instruction to focus on learning, and I think that is the correct point of view for teachers/educators to take. I remember when I started teaching 25 years ago and was aghast at the teachers who were still devoted to the Bell Curve. The paradigm then, teach so that only the very top students can understand what you are instructing on, trick the students as much as you can, and, of course, don't worry about the ones who don't get it. We've "come a long way, baby."
  • the rubrics their institution developed can be used to reliably score the performance-based and problem-solving assignments that now form a significant part of the undergraduate engineering curriculum at the University of California at Berkley.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      I find this encouraging that rubrics and standards based assessment is being done at a college level.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      I believe this is where it is important to have models of different levels of student work with explanations why the work is at that level.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      I agree with your comment about having different levels of student work to use as models. Have you tried providing the examples of different levels and letting the students use the rubric to determine which example fits which level? I have tried it a couple of times and it is a big eye opener for students. I need to make a point of doing it more often.
  • they should articulate the vital features that they are looking for and make these features known to the student.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      This sentence is interesting because I have never heard that you shouldn't share rubrics with students- I have always thought students need to have the rubric as they work on the assignment, so it seems obvious that we should make those features known to the student.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      Items in a rubric shouldn't be a secret. I go over the rubric with my students so they understand what I want. That way I get what I want!
  • both assess and encourage student learning
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      This is a great reminder that rubrics aren't just used to assess student work, but also to encourage student learning. Often times, I think, rubrics are viewed as a way of assigning a student a grade. When in fact, they should be encouraging students to do well.
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      Well said.
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Student friendly language and needs to match what is being done in the classroom. Rubrics become impossible when students don't understand what is being measured or what is expected.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Makes self-assessment more difficult as well as creates students that are unsure of the expectations, and inevitably the question, "Is this good enough?".
  • prescriptive rather than descriptive
  • Pilot test your rubric or checklist on actual samples of student work
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      A step I have never done before. My pilot test was always with the first group of students I was using the rubric with. They were my guinea pigs. Keeping samples of student work to pilot test a new rubric on is a great idea.
  • red, “
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Red in poetry means love....or murder, blood, death or despair. I know colleagues who "love" rubrics and I know colleagues who struggle to build a rubric that truly shows high expectations for students who "beat the system" by following the rubric, but not truly having the "spark" to the overall outcome.
  • “The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      Conveying expectations before starting an assignment helps the student focus as they are completing the assignment. Comments at the end of a paper are useless unless students are allowed to fix their paper after reading the comments. Not sure if the students learn much if they don't get feedback along the way so the final product can be a quality product.
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Mike Todd
      Mike Todd on 27 Jan 13
       
      I would really love to do this, but I think this is much easier in a face-to-face class.  I have ideas about how to do this online using Google Docs, similar to how we are doing it now in class.  Anyone have any thoughts about how to do this?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • anonymous
      anonymous on 28 Jan 13
       
      Often time kids what to do what they can to get the "A" grade instead of writing with their own style.  We must be careful how we differentiate writing to ensure that kids still write their way.
  • Both types of rubrics benefit the teacher and the student in varying degrees:
    • anonymous
      anonymous on 28 Jan 13
       
      If we can have rubrics that give students enough creativity but following basic forms of writing, we would have the best of both worlds. 
  • , it maintains the traditional gap between what the teacher knows and what the student knows
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental”
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
  • college faculty need a shared vocabulary and a basic understanding of how rubrics operate.
  • it maintains the traditional gap between what the teacher knows and what the student knows
  • mostly
  • 1withholding
  • 1some rubrics
  • you should consider your purpose and audience.
cwhitebotello

Literacy for Children with Combined Vision and Hearing Loss - 0 views

literacy.nationaldb.org

moodle_iowa

shared by cwhitebotello on 17 May 16 - No Cached
  • cwhitebotello on 17 May 16
     
    Literacy checklist deafblind
disneygal

Instructional design for scenarios: sample and useful tool - 1 views

blog.cathy-moore.com/...e-branching-scenario-cool-tool

Twine; combine flow chart & stories; instructional design scenario

shared by disneygal on 07 Jun 16 - No Cached
  • disneygal on 07 Jun 16
     
    I am a fan of Cathy Moore. She gives specific ideas for a tool, Twine.  Twine can be used with any elearning tool.  Great visual with this tool. 
bkoller86

"Personalized" vs. "Personal" Learning - 2 views

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

shared by bkoller86 on 10 Jul 16 - No Cached
  • Educators at the EduCon conference hosted by Science Leadership Academy eagerly discussed the merits and challenges of personalizing learning. Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. Technology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • anonymous
      anonymous on 10 Jul 16
       
      So do the students get the necessary skills first from the teacher then are able to choose what they want to learn about? How would a teacher then keep track of how they are learning?
    • djarends
      djarends on 11 Jul 16
       
      I wonder that. Would they use the portfolio method? I also wonder about the choice issue. How is this being accomplished? Are they given the assignment / task and have choice within the project or do they have complete choice over what they learn? 
    • kbolinger
      kbolinger on 13 Jul 16
       
      I was wondering some of these same things too. How do students get the necessary prerequisite skills needed to complete their chosen task...the teacher? a computer? If you have 25 students and they all want/need to learn about a concept in different way or they choose different projects at multiple levels of learning, how does one teacher possibly manage that? Are young students able to have as much choice as older students or does that increase as students grow and understand more about themselves as a learner?
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • anonymous
      anonymous on 10 Jul 16
       
      I would think there would be math and science teachers asking about how personalized learning would help students improve standardized test scores for those areas. Should the specific curriculum in the U.S. educational system be tweaked to allow more personalized learning? 
    • bkoller86
      bkoller86 on 14 Jul 16
       
      I think there is a balance between personalized learning and standardized learning. I would like the end goal would be the same for everyone, but the road to get there would be personalized. 
  • 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.
    • anonymous
      anonymous on 10 Jul 16
       
      I love this idea! As a Spanish teacher, I want to give them the skills for communication but then let them explore and learn what they want to learn how they want to learn - can't wait to explore that option!
    • Denise Tatoian
      Denise Tatoian on 12 Jul 16
       
      I agree! Students need to have the skills first then explore what and how they want to learn.
    • kkoller
      kkoller on 14 Jul 16
       
      I like this idea because it teaches students to take ownership of their learning. It might also motivate those kids who constantly encounter on a daily basis that hate school. I wonder though from an elementary perspective, how do we change how we do things to better prepare our students for this kind of education?
    • bkoller86
      bkoller86 on 14 Jul 16
       
      Whenever students and apply the skills to a passion of theirs students are able to see the purpose of courses they have taken. Students who struggle in math and science learn many of those skills in my agriculture class because they are engaged in a passion of theirs. 
  • ...25 more annotations...
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own edu
  • 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, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • anonymous
      anonymous on 10 Jul 16
       
      Teachers need to think about goals & practices but students should also be thinking about their goals and how they learn and process information in the classroom! 
    • djarends
      djarends on 11 Jul 16
       
      Agree! 
    • Denise Tatoian
      Denise Tatoian on 13 Jul 16
       
      I agree, but the skills to do so need to be there first.
  • Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
    • anonymous
      anonymous on 10 Jul 16
       
      This is the second reference I've seen for this quote - should we then be gearing students towards a more "personal" learning concept?  
    • kbolinger
      kbolinger on 13 Jul 16
       
      I was thinking the same thing. It looks like the actual definition of Personalized Learning is widely debated. It would be nice if there was one term that, when spoken by educators, we would all be on the same page as to what it refers to. Either way, and no matter what it is called, the outcome that we are looking for should be the same - learner-centered schools that give students complete voice and choice.
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • djarends
      djarends on 11 Jul 16
       
      I like how this is worded. Students have freedom and choice. The task / learning is meaningful. Many high school students become frustrated because they do not see a reason for doing something. They learn skills that goes beyond just memorizing materials. They have to synthesize and analyze the information. Well worded.
  • lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • djarends
      djarends on 11 Jul 16
       
      I become frustrated when I hear about this programs or are being pushed by administrators. I know they work for some students, but even those students need some guidance. I feel learning is more than just reading and completing material on the computer. It is interacting with people. The business world wants students that graduate with people skills (communication, cooperation, collaboration, etc.). Will this happen in a ed-tech "personalization" program only? 
  • It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • djarends
      djarends on 11 Jul 16
       
      "Ah, ha": As a person who has been teaching for a while and one who did not even know what a computer was until having to take a course at college for education, this rang true for me. It is a literacies that has to be learned by the older generation. My students are so immersed in this technology literacy. They navigate the web very quickly. They do not usually have the fear of the web which needs to be taught. Most of my students just laugh at me when I ask for help but do it willingly and are great teachers. I have learned a lot from them and appreciate their technology literacy skills.
  • “personal” learning is something they do for themselves
    • djarends
      djarends on 11 Jul 16
       
      I had not considered the differences before. I like that the students do it for themselves. I think they are more willing to learn when they have a purpose and the learning is much deeper. 
  • But if the point is to help kids understand ideas from the inside out and answer their own questions about the world, then what they’re doing is already personal (and varied).
    • djarends
      djarends on 11 Jul 16
       
      Facts are nothing without the understanding. What do the students THINK about their learning. The five Ws. Students become frustrated at me when I ask my favorite questions "How" or "Why" do you think that. It is hard to express our thinking. It is easy to spit out facts. 
  • because of the larger preoccupation with data data data data data.
    • djarends
      djarends on 11 Jul 16
       
      IEPs!
  • in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • djarends
      djarends on 11 Jul 16
       
      I am glad this was added. I worry about not having students that can work well with other. 
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.
    • Denise Tatoian
      Denise Tatoian on 12 Jul 16
       
      When discussing the merits and challenges of personalized learning, it's alarming to me that technology was absent from the converstations when most of what I read includes the use of technology.
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • Denise Tatoian
      Denise Tatoian on 12 Jul 16
       
      I like that conversations are getting serious about personalized learning, but how do we get school districts on board when training, planning, technology, etc., are driven by time and funding?
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Denise Tatoian
      Denise Tatoian on 12 Jul 16
       
      Comes down to training. Not all students have the skills to create their own personal learning.
    • albertscarr
      albertscarr on 12 Jul 16
       
      I remember in 4th grade when my teacher got mad at me when I couldn't finish my math paper "on time." It would have been so much easier to go at my own pace!
  • 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.
    • albertscarr
      albertscarr on 12 Jul 16
       
      In reading these articles there does seem to be a lot of individual definitions of "personalization." However on the flip side it is personalized, so everyone is going to have their own definition.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • albertscarr
      albertscarr on 12 Jul 16
       
      With a class that size its hard to see any growth of any student with traditional methods. Personalization would help the teacher keep tack of each child's progress
  • The main objective is just to raise test scores
    • albertscarr
      albertscarr on 12 Jul 16
       
      Then we need to rethink the way we test!
    • bkoller86
      bkoller86 on 14 Jul 16
       
      I agree test scores carry to much weight, but they aren't going away anytime soon. To many people in powerful places want to know where their money is going. 
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • kbolinger
      kbolinger on 13 Jul 16
       
      I agree. Personalization seems to be an almost perfect answer to addressing all of the different needs, learning styles, and achievement levels in our classrooms today. I wonder if this approach will become the norm for schools, and, if so, how long will it take for schools to completely adopt this model.
    • bkoller86
      bkoller86 on 14 Jul 16
       
      I also agree. In a time we look at test score more and more it is increasingly more important to move every student forward. Not all children learn the same way; we can't expect them to show growth if we don't personalize the learning.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace
    • kbolinger
      kbolinger on 13 Jul 16
       
      I feel much more knowledgeable about Personalized Learning today than I did a week ago. If someone would have asked me then if an adaptive learning or a computerized program that is tailored to a student's level and progresses them at their own pace is personalized learning, I surely would have said, "Yes!" I have now come to realize that there are many Personalized Learning components that are missing with just an adaptive learning program. Where is the student choice or goal setting? What if a computer is not that student's preferred learning method?
  • The only choice a student gets is what box to check on the screen and how quickly to move through the exercises
    • kkoller
      kkoller on 13 Jul 16
       
      Teachers often use websites that will modify lessons to the student to push them ahead of their peers. I am just as guilty of this because I will often have students who are high in math, and have no one to put them with, so I use a website to help them progress. They make progress because it is personalized to them, but it doesn't tap into their interest and learning style. 
  • For many educators that’s not the true meaning of “personalized learning.” “That has nothing to do with the person sitting in front of you,” Laufenberg said. “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • kkoller
      kkoller on 13 Jul 16
       
      I feel teachers turn to technology because that is the quick fix to getting student learning to be ore personalized. We struggle to get enough staff, and numbers keep increasing in classrooms. How are teachers suppose to be creative and innovative when they can't get help in the room? 
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • kkoller
      kkoller on 13 Jul 16
       
      It is a great thing that we have such incredible access to information and others in our profession. It allows us to make connections, and reach out in education to see how other districts are getting it done. However, we as educators need to teach our students that while the access is wonderful, we need be careful of what we read. Students need to be taught the literacies of technology, and how to be critical of information found. 
  • others
  • opportunities
Heather Whitman

Top Five Ways to Use Screencasting in the Classroom - 4 views

blogs.techsmith.com/...screencasting-in-the-classroom

shared by Heather Whitman on 24 Jan 17 - No Cached
  • 5.  Screencasting & Grading
    • Heather Whitman
      Heather Whitman on 24 Jan 17
       
      I love the idea of using a screencasting software for grading. These comments would be more authentic and likely much more likely to be listened to than read. The teacher could continue the feedback and discuss, question, and still ask for further reflection. This would be a great way to extend learning.
    • Heather Whitman
      Heather Whitman on 24 Jan 17
       
      I love the idea of using a screencasting software for grading. These comments would be more authentic and likely much more likely to be listened to than read. The teacher could continue the feedback and discuss, question, and still ask for further reflection. This would be a great way to extend learning.
  • Screencasting in this fashion can be easily transferred to both hybrid (mixed setting with a combination of traditional classroom experience and online experience) and blended learning situations (traditional classes that meet daily but still require online aspects of content delivery and assignment submission).
    • Heather Whitman
      Heather Whitman on 24 Jan 17
       
      This point reinforces all we have learned about blended learning. This tool allows for brick and mortar schools to grow in their development of online learning.
    • Heather Whitman
      Heather Whitman on 24 Jan 17
       
      This point reinforces all we have learned about blended learning. This tool allows for brick and mortar schools to grow in their development of online learning.
  • 5.  Screencasting & Grading
Keith Bonnstetter

ollie1reppert: Iowa Online Teaching Standards - 0 views

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

moodle_iowa

shared by Keith Bonnstetter on 15 Nov 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-conten
    • anonymous
      anonymous on 15 Nov 11
       
      This is something that I really like about Moodle. Students have the ability to interact with content, with each other, and with the teacher.
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      It is a natural fit for Characteristics of Effective Instruction.  
  • Has experienced online learning from the perspective of a student
    • anonymous
      anonymous on 15 Nov 11
       
      We are meeting this criteria as we take this class.
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      I have sat through too many inservices in which I thought "there is no way I could teach like this and expect my students to learn" or similar thoughts. Putting ourselves in our students' shoes can only help our effectiveness.
    • Robin Olberding
      Robin Olberding on 17 Nov 11
       
      It is good to get out of our comfort zone every now and again. This helps to find the areas that may be difficult for students in the future.
  • Understands the differences between teaching online and teaching face-to-face
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      This will be difficult for many teachers--making this change from face to face into online.  This is why it took so long for people to accept classes taken online as being ok.
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      I wholeheartedly agree. Our school is going 1:1 soon and I am quite nervous about it for this reason.
    • Robin Olberding
      Robin Olberding on 17 Nov 11
       
      I have taught a hybrid class-which is a combination of both face-to-face and online. That is the way I have dipped my foot into this environment.
  • ...14 more annotations...
  • Designs the structure of the course and the presentation of the content to best enhance student learning,
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I can't stop thinking how students will have the ability to access class information and interact with it. This may help students who tend to struggle in class but excel using technology.
  • Is knowledgeable and has the ability to use computer programs required in online education
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I sometimes feel that I am learning on the go and tend to learn along with the students. The way that works best for me is to jump in and learn the computer programs, otherwise I find myself wishing I could do it.
    • anonymous
      anonymous on 18 Nov 11
       
      With technology, I think it is ok to learn with the students or let them learn the program. Teachers don't necessarily need to know all the ins and outs of all the technology!
  • Has experienced online learning from the perspective of a student
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      I hope this class counts as having experienced online learning.
  • Assists students with technology used in the course (Varvel III.C)
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      Most of the time I find that the kids are helping the teachers, when it comes to technology.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
      anonymous on 18 Nov 11
       
      It is important to look at the end outcome, then determine which tool will work for students the best.
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
      anonymous on 18 Nov 11
       
      I took an online course where the instructor left audio formative feedback in MP3 format. It was great. I got to hear the instructor's voice for the first time and heard the inflection in her voice. It made our connection much closer. I had her audio messages saved for quite some time (maybe still do!). I hope to use this feedback technique in my courses.
  • Utilizes a course evaluation and student feedback data to improve the course
    • anonymous
      anonymous on 18 Nov 11
       
      In an online course I took, the university had us give feedback. The questions pertained specifically to the course we were taking. We were able to give constructive feedback on exactly what we did in the class. I thought that was good.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      The online community (moodle) provides another means to communicate course standards, objectives and achievements to both students and other colleagues that you open the moodle up to. Great way to communicate course data
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      This moodle allows interaction to take place in and out of the classroom. By utilizing the message board and the ability to provide online feedback on course assignments, activities, and grades we can communicate effectively with students on their achievements.
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      If as an instructor you are not able to engage the students then everything you have learned will have been a waste of time. The students have to see a purpose for everything that they are doing.
  • SREB C.3, Varvel VII.A) •
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      It is very important to continue to change and constantly refresh your technology skill in order to stay conntected with the students.
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
medidiigo

Articles: Preparation - 8 views

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

shared by medidiigo on 21 Sep 14 - No Cached
  • Find out everything you can about the location and logistics of the venue.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I found this out just this past week. I prepared my presentation, but when I got there I found no way to project my information on a screen large enough for everyone to see.
    • merle64
      merle64 on 21 Sep 14
       
      That is a real conundrum!  I've had that happen too, and because of that, I carry concrete visuals and props that I can use in case there is a technology fail.  It's not ideal, but in a pinch, a "homespun" presentation delivered well can still convey a message.  Using Keynote has been particularly hit and miss unless the school uses Mac. 
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Seems like a contradiction.
  • always put yourself in the shoes of the audience and ask “so what?”
    • tvalline
      tvalline on 24 Sep 14
       
      Great reminder.  I am generally presenting to either high school students or teachers.  My approach needs to include an empathetic component...what would I think/feel/retain if I was listening to my presentation from their perspective?
    • medidiigo
      medidiigo on 30 Sep 14
       
      I had a professor once who always said, "Turn to your neighbor and ask 'So what? Who cares?' It really does make you think about what's important.
  • ...22 more annotations...
  • a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points. While I’m in the venture capital business, this rule is applicable for any presentation to reach agreement: for example, raising capital, making a sale, forming a partnership, etc.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I like this concept. I have recently attempted the PechaKucha method of 20 slides, 20 seconds each. I not only had trouble coming up with 20 slides (my presentation did not need that many), I felt like I was rushing to say what I had to say in the 20 second time period. 10x20x30 seems much more presenter-friendly to me.
    • merle64
      merle64 on 21 Sep 14
       
      Hmmm.  This is certainly challenging when I'm asked to present for 45 minutes to an hour, and the technology is working well.  What if there are breaks in the presentation for interaction and activity?  I would like to take on this challenge of honing down the number of slides, while make sure I have enough content.
  • Who is the audience?
    • merle64
      merle64 on 21 Sep 14
       
      This is a key question.  In the presentations I do, the audiences are often mixed with adults and children.  I could have infants to 80 year olds, so it' always a challenge to target my talk to the mixed group.  Often, I try to aim for the older elementary kids, but include the preschoolers in a few slides and activities, too.  Asking the audience question of the person in charge of booking the event may not always get me an exact answer, because they too don't know who will attend the event.  So the goal is to create a somewhat universal talk that works for both kids and adults.  
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • marydirksen
      marydirksen on 22 Sep 14
       
      A great "take-away" tool.
    • tvalline
      tvalline on 24 Sep 14
       
      This I love.  It helps provide focus and gives permission to simplify/clarify...get rid of the unnecessary.  
  • Who is the audience?
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      That sounds like a difficult job...to create a slide presentation for such a range of ages.  It reminds me of reading children's books.  Some of my favorites I enjoy for different reasons than my children enjoy them, yet they reach both of us.  There are often hidden innuendos and beautiful prose that go over my children's head, but the main message is still conveyed to them too.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • merle64
      merle64 on 21 Sep 14
       
      I agree!  And the stories need to be authentic, and not have a "Chicken Soup for the Soul" or plucked-from-the-internet-last-minute feel.  You don't want people to feel manipulated--they get to choose how the story makes them feel. 
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      What a great class...I finally feel justification in story telling and keeping the education real.  Now, I can create presentations without having to read slide after slide, tell stories throughout, and be affirmed that I am reaching my students more than ever.
  • Internalize your story, but do not memorize it line by line. You can’t fake it. You believe in your story, or you do not. And if you do not, no amount of hyped-up, superficial enthusiasm or conviction will ever make your time with an audience meaningful. If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • merle64
      merle64 on 21 Sep 14
       
      Amen.  "You believe in your story, or you do not." The best stories I've seen told also unveiled a truth about the presenter, even if the story wasn't involving him/her.  It's fascinating to figure out why this story or that story made the cut into the presentation, but most of the time, if the story is a good one, I'm fully absorbed in the story too much for analyzation. : )
    • tvalline
      tvalline on 24 Sep 14
       
      I love stories and understand why they captivate.  However, I have not previously used any in my presentations.  Now I will.
  • Start with the end in mind
    • marydirksen
      marydirksen on 22 Sep 14
       
      Excellent example of backward design
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything
    • marydirksen
      marydirksen on 22 Sep 14
       
      This is liberating!
    • tvalline
      tvalline on 24 Sep 14
       
      Agreed!  I often get bogged down in telling to much, when more would be retained if I simplified my message.
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      Thank you! By simplifying the presentation, and leaving out some bits and pieces of information, the presenter is leaving room for the skills of reasoning to be put to work.  Inductive and deductive reasoning are crucial in the learning process.  It is wise to give them something to work for.
  • Ten slides
    • marydirksen
      marydirksen on 22 Sep 14
       
      Only 10? With a maximum of 6 words a piece? 60 words? Yikes!
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • marydirksen
      marydirksen on 22 Sep 14
       
      Simple.
  • participatory.
    • tvalline
      tvalline on 24 Sep 14
       
      Often times it seems this part is lacking.  It's so easy to daydream when a presenter is not actively engaging the audience.
  • I often say to myself, “dakara nani?” or “sore de…?”which translate roughly as “so what?!” or “your point being…?”
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      This quote brought me to a smile.  Why not?  Why not ask be a devil's advocate to yourself.  I definitely see this tactic helping me to remove unnecessary information/visuals from my presentation and focusing in on the important stuff.
  • To prevent an epidemic of Ménière’s in the venture capital community, I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      I find it intriguing that Kawasaki is recognizing the physical affects of not just staring at a computer screen, but of watching the presentation itself.  I think about elementary schools...kids under the age of 12 shouldn't have more than 2 hours of screen time a day.  If Kawasaki is making a negative connection with too much presentation time, should we be considering the amount of time in classroom technology is used? 
  • You should give your ten slides in twenty minutes.
    • marydirksen
      marydirksen on 26 Sep 14
       
      This is another great "Zenlike" strategy. In the classroom as well, the presentations should never exceed 20 minutes. Students need time to actively process information, particularly if it is new content.
  • 4. Keep it simple
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Great reminder - this is the toughest concept to communicate to students. They still seem to think "more stuff" reflects "more knowledge." Even some of my colleagues still believe an essay of 10-12 pages means students have learned more than if they wrote a 2-3 page essay. Yikes. 
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      The more I read about how the brain works, the more I encounter this principle. Pen on paper is a better way to tap into our creative, idea-generating selves. Just because we are 1:1 with our digital devices doesn't mean we must always use those tools. 
    • medidiigo
      medidiigo on 30 Sep 14
       
      I actually found this to be rather difficult to do. I kept wanting to reach for the laptop because I am so used to typing as I think. But putting concepts on sticky notes turned out to be much more flexible because I could try different combinations/groupings of concepts.
  • In addition, it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I'm planning a presentation with a colleague, so I guess we'll need to make time for both of us to tell our stories.  
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      True! This is what we teach in high school English classes. I think I may just need to share these articles with my classes. Will I be breaking all copyright laws? 
  • We are wired to forget what our brains perceive as unimportant to our survival. Our conscious mind tells us to read the physical chemistry book over and over because we need to pass the class, but our brain keeps telling us this is dull, uninteresting, and unimportant to our survival. The brain cares about story.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      This is the history of my own education. The way they were presented to me, math and science couldn't keep my interest. No one convinced me they were essential to my life. With stories in English class, there was never any question. Of course, now I see math and science differently, and I wouldn't change my areas of study, but as my math and science colleagues continue the quest, they'll be successful using stories. Many already do :-) 
  • Kamishibai: Lessons in Visual Storytelling from Japan
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I love learning about this storytelling form. I plan to share this with my students as we prepare to make presentations. There is something essential about the human interaction. Slides and text alone are not as engaging. 
  • authentic
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Rule #1, above and beyond all else in my book. Don't try to b.s. your audience. 
  • 10/20/30 Rule of PowerPoint
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Right on! Right on! I love this! 
dougmay

Articles: Design - 0 views

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

shared by dougmay on 16 Apr 15 - No Cached
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • rabraham
      rabraham on 16 Apr 15
       
      This is something that will help transform presentations.  Keeping it simple will ensure the audience stays engaged.
  • Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • rabraham
      rabraham on 16 Apr 15
       
      This is a great way to keep the talking points limited.  I think it will be great to use with students who are absent for the lessons too.
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I was glad to see that they still advise giving a document if the thought is to not give out the slide handouts. This is good for students who are absent.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
    • rabraham
      rabraham on 16 Apr 15
       
      Slide Sorter view helps you to see the big picture of the entire presentation put together.
  • ...57 more annotations...
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • rabraham
      rabraham on 16 Apr 15
       
      This is a key element to remember.
    • dougmay
      dougmay on 23 Apr 15
       
      I wouldn't have thought of this, but this slide looks good. The old thought process was to not have extra space.
  • Highlight the key phrases that you will help you rehearse for your presentation
    • rabraham
      rabraham on 16 Apr 15
       
      This is a good step to simplify what the audiences sees and may keep them interested because they can't simply read the rest of the information.
  • Listeners will get bored very quickly if they are asked to endure slide after slide of animation. For transitions between slides, use no more than two-three different types of transition effects and do not place transition
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I've struggled with using animations for transitions and lists. Now I read it may not be worth it. Yeah, back to basics and keep it simple.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      I will admit that I never use animations or transitions in any of my presentations. Not even a subtle fade. Not only is it extra junk, but it can add an hour to your development time. The most I do are builds. If I have a slide with an important point that I want to reveal, I will make two copies of the slide, and delete the "revealed" info on the first one. Then when I advance to the next slide, voila, I have a "transition".
    • dougmay
      dougmay on 23 Apr 15
       
      With my students presentations, It sooooo delayed their presentations with all of their animartions and transitions. I, too, kept thinking of these articles.
  • Gill Sans
  • Cut out the extraneous content. Speak to that content when you present
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      This is when I move the cut text or additional text notes to the "Notes" section of the powerpoint, below the slide shot. Then, I like to print-out the slides to show the notes for my presentation.
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I was thinking that I would be using the notes area much more too. I've even been using it to keep the information of where I got the image on the slide so that I can decide where to add that later.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      For many people, the notes section is really good. If you haven't tried the presenter view within Power Point, it is worth trying. On your computer, you can see your current slide, the next slide coming up, the notes that you have, and a timer/clock. The audience only sees your slide.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I have done so few PowerPoints but this was a great tip. I will be checking out my notes section and presenter for sure.
  • The blurred backgrounds set off the stark white illustrations for quick visual processing:
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I do not have an artisticy background, but I now think this blurred background image will be a use ful tool.
  • You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck.
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      Another artistic point of placement and imagery through cohesiveness. I worry that I do not have the natural talent to put this together on my own, but I do see the real difference.
    • chaneline
      chaneline on 19 Apr 15
       
      Some presenters use lots of different colors, fonts and backgrounds.  May it's just because they can and they haven't taken this course.  The visual clutter distracts from the content and decreases the cohesiveness.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like creating templates using Google Slides to ensure that colors and fonts translate to all of the slides in a deck.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      We kind of pooh-pooh color and design elements in learning, as though it is just pretty-ness. But, it does have a big effect, and it is worth it to improve one's sense of color combination.
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      I think this is a great point. The more I'm reading about what should (or is appropriate) be on a slide for the best presentations, it is better to have less, than more.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Do you think the "after" is important? Is it better to pass it out after or before?
    • ney4cy
      ney4cy on 22 Apr 15
       
      interesting point.At the presentation I attend Monday afternoon the speaker handed out a document before he started his talk. in a way I liked being able to dot notes or highlight an idea or concept I wanted to review more closely later, but on the other hand it was very distracting to be leafing through the document trying to find the page that matched up with what he was discussing. I guess I would say it is better to wait till after your talk is done.
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      This is something that we stress to our students, since based on what students will usually do is have many different text fonts and sizes. They tend to use whatever looks best for each slide, instead of having the presentation look more smooth and have a togetherness.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like using two fonts on slides: one to convey the big idea (title) and another to convey the supporting ideas (text).
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      My rule of thumb is no more than two. One for headers, one for text (though I often use the same for each). I use a sans-serif font for my text, and either the same sans-serif font for my headers, or a designer font to communicate a special theme. I never use serif fonts.
    • ney4cy
      ney4cy on 22 Apr 15
       
      Okay,Okay no more Comic Sans
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
  • Images can be very powerful and effective if used with careful intention.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      This is so true. Many times the image used, is what immediately gets the audiences attention and interest. Images are very powerful. i.e. "A picture is worth a thousand words."
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like the idea of using text over images, but it has to be the right image! This creates one image for students to remember, rather than an idea and an image.
  • Lots of extras actually take away meaning because they become a distraction.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      As goes with the statement, "Less is more." I completely understand that too much can be a distraction for the eye. Too much on a slide, take s away the meaning and I feel it also makes a person wonder what they should focus on, such as what is the most important point I'm supposed to be receiving from this slide?
    • dougmay
      dougmay on 23 Apr 15
       
      Agreed!
  • The first step is admitting that you have a problem
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      Many of my slides in my presentations either look like this, or have started out like this. This is exactly what I need to work on! Eliminating some of the bullet points and a lot of text!
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      Here is what I'm going to work towards doing. Since learning about Zen, I realize I'm definitely adding too much to my slides, whether it be text or bullets. By using images, or at least less text and bullets, it appears presentations will be much more appealing and interesting to the audience. I really like the idea of using the images instead of any text at all. Then the presenter (me) will expand on the meaning of the image or what it stands for.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding.
    • chaneline
      chaneline on 19 Apr 15
       
      This point has been huge for me.  I really thought I would want to fill up the slide with information, not any more.  I see the power of simplicity of the white or negative space.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      This is a great idea- I like the idea of negative space better than white space. My classroom is really bright so light text on a dark background sometimes works better than white.
  • No audience will be excited about a cookie-cutter presentation, and we must therefore shy away from any supporting visuals, such as the ubiquitous PowerPoint Design Template, that suggests your presentation is formulaic or prepackaged.You can make your own background templates which will be more tailored to your needs.
    • chaneline
      chaneline on 19 Apr 15
       
      This lead me to think about use of a white background.  I was so afraid of it because it seemed boring, but with the use of visuals, a white background can be powerful and increase the interest of the slide.
  • Avoid off-the-shelf clip art (though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals).
    • chaneline
      chaneline on 19 Apr 15
       
      Some presenters overuse cartoon type Clipart, maybe because it's easier, that's what they are used to, they are trying to be funny/cute or they haven't learned the power of a visual image/picture within a presentation.  
    • aboevers
      aboevers on 20 Apr 15
       
      I don't think I will be drawing my own art either!
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      Great idea to take it step by step rather than just trying to cut a lot of information at once. 
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
  • It is very common for people to “brain dump” all of their ideas or thoughts into “stream of consciousness” bullet points as they create slides.
    • chaneline
      chaneline on 19 Apr 15
       
      I think this happens because you want to make sure that all of the points you feel are important are given to the audience.  It has been one of the most eye opening concepts from this course.  I made note cards for my presentation, rather than putting all of the info on the slide. " Redundancy effect" is powerful!
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      Yes, I had always thought bullet points were a good thing! Oh how wrong I was!
    • ney4cy
      ney4cy on 22 Apr 15
       
      I thought bullet points would be superior to long connected text or narrative on a slide. I really felt it was the most effective way to get your message out. Now I have seen the light!
    • vmcgee
      vmcgee on 23 Apr 15
       
      Me too.  I have been using bullet points extensively all year.  Google slides makes it very easy to do so...
  • The best slides may have no text at all
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      It is interesting to go to presentations while I'm taking this class. I took the ISEA's mandatory reporter training last week and it was an RN on a video with powerpoint slides for 3 hours. Lots of text, the crayon template and a graph that she kept going back to that you couldn't even read due to tiny font. Death by PowerPoint!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      This is true. It also is somewhat of a curse. You can get to the point where you can't see any presentation without being critical of it :)
    • vmcgee
      vmcgee on 22 Apr 15
       
      Absolutely.  Just today I had to give a presentation to a class on behalf of another teacher.  It had WAY too much text and I had great difficulty keeping the attention of 13 year old students.  I couldn't help but think of this class while presenting.
    • dougmay
      dougmay on 23 Apr 15
       
      In the past, I would have a hard time with no text. My thought was that the slide should do the work. My students did presentations and I kept wanting to critique their slides.
  • Presenters are usually guilty of including too much data in their on-screen charts
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      This can be tricky when you really need to get all of the data in the hands of your audience. What to leave out?
    • ney4cy
      ney4cy on 22 Apr 15
       
      I guess this is where the analog planning is helpful. Along with the elevator test.
  • though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals)
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I had not thought about the use of your own sketches and drawings. I would be afraid that it would look corny, like the clip art, but I'm also intrigued to try this!
    • ney4cy
      ney4cy on 22 Apr 15
       
      It does sound interesting. I think it would nice to try student drawings too when using this if educators or students themselves.
  • The trick becomes finding just the right image(s)
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      This is where I feel that I could take hours second guessing my choice of image, or trying to edit it to work.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I agree. I have already been out looking, and I just keep looking and looking. I am hoping it will get easier the more experience I have creating PowerPoints.
    • dougmay
      dougmay on 23 Apr 15
       
      This can seem to take more time than the planning.
  • Use high-quality graphics including photographs.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      My students LOVE seeing pictures of themselves in a presentation. I try to use student examples as often as possible to create images for presentations.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      This is a great idea! Especially for younger students!
  • But boring an audience with bullet point after bullet point is of little benefit to them
    • aboevers
      aboevers on 20 Apr 15
       
      This reminds me of that first video we watched for this class and the gun image. That has stuck with me and it is all because of the image of the gun!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      I guess this goes to speak of the power of an image.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I just sat through a presentation Monday afternoon on PLCs and Short Data Cycle. The presentaer was very engaging but his PowerPoint was not! Too much text and bullets very few images. I found myself critiquing his slides instead of listening to the message!
  • The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension and retention
    • aboevers
      aboevers on 20 Apr 15
       
      Color can do so much, like make you feel stronger/weaker, or energize/soothe. That was why they painted our visiting team locker room pink!
  • This looks like they were going for the full-bleed background image effect but just missed
    • aboevers
      aboevers on 20 Apr 15
       
      One of my classrooms has a projector that is slightly to the right and the image bleeds to the white board behind the screen. It is very distracting for me and my students!
  • in your slide deck
    • aboevers
      aboevers on 20 Apr 15
       
      I have recently heard of a presentation set of slides referred to as a deck, but we certainly do not need 52 slides to present!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Well, this depends. Some presenters make one master deck and then "hide" the slides they don't want. For the next preso, they hide different slides. Also, it depends on how you use your slides. If you talk for each slide, then 52 is way to many. But if you are using builds or quick sequences of slides as a substitute for bulleted lists, you can get there pretty quick. My rule of thumb is one slide every two minutes, but I do have one preso with 70 slides in it for a 45 minute preso. It is the exception, not the rule.
    • ney4cy
      ney4cy on 22 Apr 15
       
      At a recent in-service the speaker had 3 PowerPoints open he retrieved slides from different presentations based on our dicussion. It made the informtion much more relevant to our school but at the same time created a distraction when he couldn't find a slide and had to flip back and forth.
  • the golden rule of PowerPoint presentations — always do what is right for your audience.
    • aboevers
      aboevers on 20 Apr 15
       
      Shouldn't the rule state, "Present unto others as you would like presented to you?"
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Ha! Hilarious!
  • add unrelated “decorations
    • aboevers
      aboevers on 20 Apr 15
       
      Keep the idea of purpose in mind constantly.
    • ney4cy
      ney4cy on 22 Apr 15
       
      This is was my typical slide! ALL bullet points.
    • pkmills
      pkmills on 22 Apr 15
       
      Somehow that simple idea got very lost along the way.
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • pkmills
      pkmills on 22 Apr 15
       
      If someone had said this to me, I would have. Now if they say it to me I still will send them the slides. Ha Ha.
  • You can take your own high-quality photographs with your digital camera,
    • pkmills
      pkmills on 22 Apr 15
       
      I ran into soem object that I need for my presentation that were "iffy" for me in the copyright area, so I decided to take my own pictures instead. I feel great about how it turned out.
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds
    • pkmills
      pkmills on 22 Apr 15
       
      Love this idea. It's a good way for me to see if I am travelling down the right road.
  • Live long and prosper.
    • pkmills
      pkmills on 22 Apr 15
       
      I found out that "Live long and prosper" was added by Leonard Nimoy for character and was based in his Jewish teachings.
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing. In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process.
    • pkmills
      pkmills on 22 Apr 15
       
      I used the sticky notes at the begginnig to check the flow of my presentation. I will use the sorter to check the presentation at the end of the creation process.
  • Try to avoid text-heavy (and sleep inducing) slides like this one
    • vmcgee
      vmcgee on 22 Apr 15
       
      I gave a presentation today on behalf of another teacher that was structured much like this slide.  It had too much text and information on it, and I found myself racing to get through it before I lost the attention of my audience.  Afterwards, it completely felt like a waste of time.
  • Not sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • vmcgee
      vmcgee on 23 Apr 15
       
      It seems like I have seen some sort of "handshake" image a thousand times.  It is overused and carries no meaning - which I think defeats the purpose of an image in a slide.
  • An audience can’t listen to your presentation and read detailed, text-heavy slides at the same time (not without missing key parts of your message, anyway
    • vmcgee
      vmcgee on 23 Apr 15
       
      This is probably the topic that has had the greatest effect on my presentations so far.  I have done about 3 different presentations since this course began, and I am now always concentrating on not having my students read slide material while I talk.
  • Very few audiences enjoy paragraph-length bullet points.
    • dougmay
      dougmay on 23 Apr 15
       
      I can't think of anybody, let alone a few people.
  • It’s okay to cover details verbally that are not reflected in your bullet points.
    • dougmay
      dougmay on 23 Apr 15
       
      I am having a hard time adjusting to this thought. In the past, I wanted to include everything in the slides. Now I thinking of it more of an outline for me.
  • & contains watermark
  • & contains watermark
  • & contains watermark
  • & contains watermark
  • ) Image is of poor quality & contains watermark
  • This introduces distracting visual noi
    • dougmay
      dougmay on 23 Apr 15
       
      Why would anyone do this? How could they think that this is ok?
jessicawoods8

Articles: Presentation "Awakening" - 8 views

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

shared by jessicawoods8 on 07 Jul 14 - No Cached
  • sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
    • kbelland21
      kbelland21 on 07 Jul 14
       
      SUCCES is a great acronym to remember when creating presentations that you want to "stick" with your audience.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I love the acronym. It is very inclusive.
  • as many footnotes or details as you like
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Great idea!
  • Don’t hand out the written stuff at the beginning!
    • kbelland21
      kbelland21 on 07 Jul 14
       
      I see this a lot! I often ignore the presenter and focus on the handout.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Or you get bored with the presenter because you already read the handout!
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true! I often don't know what to focus on if I am given the handout ahead of time. I get overwhelmed and it gives me time to "check out" of the presentation when I re-enter it and realise I'm lost.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have to admit I do love receiving the hand outs.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      The part I hate about this is that handing out the notes seems to take forever. If they were already there on the table when I arrived, I'm in a better mood.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      It not only takes forever but it seems no one listens because they are busy thumbing through the handout content! (Yes, I am guilty!)
    • nettiemarie
      nettiemarie on 03 Aug 14
       
      this I have an issue with only because handouts help to clear up ideas for me when the speaker is not clear.
  • ...40 more annotations...
  • No more than six words on a slide. EVER
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Interesting! Guilty of including more than 6 words per slide.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I am so guilty of this and realize my presentations were BORING!
    • mnollsch
      mnollsch on 11 Jul 14
       
      It is hard to imagine six words! I am going to have to work hard to manage that
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yeah... I don't like the term "rule" here. More like a guideline.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Six words will be extremely hard for me. I think I have mastered using phrases instead of sentences, but this will be a challenge.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I am guilty of doing this, as I think many people would be! 
  • rip sounds and music from CDs and leverage the Proustian effect this can have
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Never thought of this. It would get audiences attention.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I like this idea for keeping the attention of my students. 
    • we4nails
      we4nails on 14 Jul 14
       
      Seems like a no-brainer to me. Music people do this all the time, I NEVER use canned sounds. There is a balance though, between using music as an attention getter and trying to actually connect it to the presentation. I have seen many attempts at this that are more distracting than anything. Making sure the cut of music makes sense is important to.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I like sound in the background when I make an imovie. This could work here too. Again, my audience is middle schoolers and they love to listen to music and do anything else at the same time.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I need to keep working on figuring out what is important and what is a priority!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an important idea to remember.  It seems like a difficult task though! 
  • And yes, these six compress nicely into the acronym SUCCESs.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I love how these words come together to make SUCCESs!  Goes together so well.  
  • Statistics, say the Heath brothers, are not inherently helpful. What’s important is the context and the meaning. Put it in terms people can visualize. “Five hours of battery life” or “Enough battery life to watch your favorite TV shows nonstop on your iPod during your next flight from San Francisco to New York”?
    • joyisuful
      joyisuful on 10 Jul 14
       
      It makes things so much more interesting when we make it something people can visualize- nobody likes to look at a bunch of facts and figures.
  • A picture of an enormous plate of greasy French fries, two cheeseburgers, and a large chocolate shake will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • joyisuful
      joyisuful on 10 Jul 14
       
      This is something I struggle with- I love looking at these pictures in these articles and think they are so useful and relevant but have a hard time thinking of how to pull them into my own presentations.  Hoping this is something I improve on greatly in this class.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      My presentations tend to have lots of visuals, but I need to incorporate other visuals that create this effect.  Some of the visuals I use are better at this than others.  
  • Stories get our attention and are easier to remember than lists of rules
    • joyisuful
      joyisuful on 10 Jul 14
       
      I feel that this is so true.  I try to use stories a lot in my classroom and have realized when I do it really helps my students remember better.
    • mnollsch
      mnollsch on 11 Jul 14
       
      And I like the idea of using a picture to support the story. If you think about Ted Talks this is what most of them do,
  • he redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive
    • mnollsch
      mnollsch on 11 Jul 14
       
      I have never heard of the redundancy effect but it makes sense. We want to use multiple modalities but not with identical information...then folks get annoyed
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so true. I was just talking to a student the other day about this. When information is redundant, that is the exact point they tune out (if they haven't already due to poor communication).
    • tjbudd
      tjbudd on 14 Jul 14
       
      I'm guilty of redundancy. Probably because that's what we are so commonly exposed to in school and in continuing education.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yes... redundancy. Like when I am talking to my son about mowing the yard and he has his video game on at the same time. And then the yard doesn't get mowed. He can now say... "sorry, dad, you didn't adjust for redundancy". That is something he would say, by the way.
  • es, you could send a memo, but no one reads anymore.
    • mnollsch
      mnollsch on 11 Jul 14
       
      This was interesting to me as I know people do better with memos if you DO use bullets. They scan and look for the content. However, in a presentation this backfires because of the redundancy effect. So bullets have a place, just not in powerpoint!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I agree with this comment.  When I get an email that is several paragraphs long, I rarely make it past the first couple of sentences.  Bullets do help in this situation, but not if someone is just going to read the bullets to me.  
  • And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Important take away from this article
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      Yes, I am guilty of not listening when a presenter puts all of their content on the slides.  Especially when they give you a copy of their presentation.  Why would I expect my students/listeners to be any different?  
    • we4nails
      we4nails on 14 Jul 14
       
      I often feel insulted when I am read to and figure that if they give me a copy, I can just figure it out on my own later thanks to them giving me the notes! I zone out too...I think the effort to ditch the current use of Power Point really depends on the purpose of the presentation and the expectations placed on the presenter. My sister works for Nationwide as a project presenter and she is REQUIRED to give a copy of the presentation, and the expectation is that EVERYTHING she will say is in the presentation. She is basically mandated to produce death by Power Point and fears that a change in method will result in complaints and negative feedback. She loved the ideas I shared with her from this article and the course. I think that in both schools, and the business world, there will need to be a lot of pre-teaching and change in the purpose for the presentation. We often combine the detailed notes with the presentation. This approach separates the two.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I find myself catching up on emails when a presenter is reading the PP. I assume if they're reading it, I don't need to look at it.
  • Don’t hand out print-outs of your slides
    • mnollsch
      mnollsch on 11 Jul 14
       
      I gave that up a long time ago. Seems like students are then more interested in the handouts and zone out.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I feel like having a print out of the slides would also allow the audience to tune you out. 
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I also stopped doing this a long time ago. I am guilty of "tuning out" when I have the exact same thing in my hand that is on the screen - I don't need someone to read it to me. However, I sometimes like to have the print out at the end as a reminder....
  • The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Great strategy.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      How to create the curiosity.  
  • the way PowerPoint is used should be ditched, not the tool itself.
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true. We need to re-think the way we are using the tool and realise that it is us that needs to change how we are using the tool. I have recently had this revelation with several apps we use in the classroom on our iPads. We too easily blame the tool and not the brain behind using the tool.
  • it is more effective to target both the visual and auditory processors of working memory
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This helps me understand why when we see a visual it is easier to remember the verbal message that came with it. I was surprised to see how many images I remembered when Alvin Trusty showed them at the end of his presentation. Powerful.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This goes along with visual notes.  Traditionally, students are encouraged to take notes using only text.  There is a movement and research that suggests using visuals in the note taking process actually helps students retain more information.  
    • mnollsch
      mnollsch on 13 Jul 14
       
      I recently watched the Sunni Brown Ted Talk on Doodling.  If you haven't watched it, it's worth checking out.  I have been a doodler all my life and this makes so much sense to me. It matches your comments about using visuals on note taking. https://www.ted.com/talks/sunni_brown
    • we4nails
      we4nails on 14 Jul 14
       
      I find that this works when you add a kinesthetic movement to an idea as well. The nonverbal cue, even if given by the presenter can be equally effective in triggering a memory later.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This makes me think twice about how I should start a presentation. I think it would be most effective to have a strong visual that hits up the major message you are going to get at. It should evoke emotion from the start.
  • to sustain their interest, you have to stimulate their curiosity
  • Unexpectedness
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so essential that we get at students' curiosity when we teach! We are the same way as adult learners. What do we take pride in learning? Things we are interested in and genuinely curious about. If we can strike curiosity in our listeners, it will give ownership to the learning and make it personal for them. Curiosity drives innovation and new levels of learning!
    • we4nails
      we4nails on 14 Jul 14
       
      Curiosity also engages the higher order thinking that as educators we are always trying to get students to participate in!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      When creating presentations, remember this fact.  It doesn't mean the death of PPT, just reinforcing the fact that presenters need to look at the presentation differently.  
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Good point! It doesn't mean one is better than the other... just can't do both at the same time via PPT.
  • hen, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say. Remember, the presentation is to make an emotional sale. The document is the proof that helps the intellectuals in your audience accept the idea that you’ve sold them on emotionally.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I lose students when they take notes during a discussion or story. Fine for facts.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an interesting thought.  I wonder how well it would work with high school students?  It's nice that students would be able to focus on what is being said, but at the same time studies show that more information is remembered when actual writing (not typing) takes place. 
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      This applies to all technology, not just Power Point. I'd say "making a webpage" is not a method either... it should be a medium to a greater purpose. Teaching students this so that they truly understand it, though, can be challenging. I'd say we don't do this very well in K-12 education.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion
    • we4nails
      we4nails on 14 Jul 14
       
      I LOVE this! We actually use a method for creating lesson plans called the "Comprehensive Musicianship Plan" which emphasizes the need for an affective outcome in each lesson. I think that this can be applied to having an affective outcome for every presentation. If you can't connect your audience to the heart of what you are saying, and draw some sort of emotional emphasis, it will never stay with them in the long run.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I think back to presentations I've attended and how many of those actually motivated a change in my behavior. The common theme was that successful presentationsI left me feeling angry, embarrassed, happy, or encouraged.
  • simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here
    • we4nails
      we4nails on 14 Jul 14
       
      To "not dumb down" is something to stress. I struggle with the balance of not being overly-technical, and at the same time, avoiding the trap of dumbing down the information. I often try to think the way a news reporter would. How can we get this across in a short number of words, so most people can understand, but so that those who have elevated levels of understanding aren't turned off?
  • Communication is about getting others to adopt your point of view
    • tjbudd
      tjbudd on 14 Jul 14
       
      The key is to keep that message in mind as we organize a presentation.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      True... even when it isn't really a persuasive presentation, there is still a mindset that you are trying to get your audience to adopt. That is what is difficult for me.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      We want to help them to remember- adding the emotion helps with the memory!
  • No dissolves, spins or other transitions.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I had an instructor use every imaginable transition and sound effect during my undergrad work. It was so loud and frustrating that I found myself focusing on the transitions instead of the material.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I find all these transitions distracting, also. Ugh.
  • he diagram uses a visual modality and the speech uses an auditory modality which should result in greater working memory capacity and better understanding,
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have used power point handouts for notes. When I could not attend a conference, but a peer went we could review the notes and I felt I learned a great deal. Also, I have used powerpoints as cheat sheets. These would have been the really bad ones where the speaker was actually not needed.
  • Your audience will thank you for it, because deep down, we all want to be sold.
  • One of the components for creating sticking messages is story
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      People will tend to remember a key point better if it is tied to a story. 
  • six principles from Made to Stick
  • time off the grid,
    • Patty Harrell
      Patty Harrell on 16 Jul 14
       
      I agree, it is extremely beneficial to walk away and re charge. For me, it's excercise-mostly outdoor like walking, hiking, biking or swimming. They take my mind to a whole new place and later I can come back with new awareness.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time
    • david moeller
      david moeller on 15 Jul 14
       
      I like to close my eyes when someone is relaying a complex idea. I think if the idea is less difficult to comprehend the effect is less. But by personal experience, i agree.
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
  • people want to use both parts of their brain.
    • david moeller
      david moeller on 15 Jul 14
       
      this seems like a good way to remember to complement ideas verbally with images in the powerpoint - right brain/left brain. people enjoy being fully engaged.
  • background knowledge on the topic.
    • david moeller
      david moeller on 15 Jul 14
       
      Remember to forget. This is hard. Knowing and meeting your audience where they are is crucial.
  • violating their expectations.
  • Surprise people
    • david moeller
      david moeller on 15 Jul 14
       
      This is one of my goals for future presentations. Surprises are exciting and engage your audience.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Good question to remember!
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Another reminder to not put EVERY word on the PowerPoint slides.
  • Second, make slides that reinforce your words, not repeat them
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Keyword to remember: reinforce
pfineran

untitled - 1 views

softchalkcloud.com/...html

shared by pfineran on 08 Aug 14 - No Cached
    • meyerlaura
      meyerlaura on 08 Aug 14
       
      I need to keep this in mind more.
    • meyerlaura
      meyerlaura on 08 Aug 14
       
      Will try to combine and relate this to the Storytelling class I just took.
    • suzdohrer
      suzdohrer on 14 Apr 15
       
      This is how my students learn about landmark Supreme Ct. cases: Miranda, Brown v. Bd. of Educ. The stories of who were the people, what happened, how did it end. Stories are our communication tool, since caveman days!
  • ...1 more annotation...
    • pfineran
      pfineran on 23 Jun 15
       
      This is so crictical to remember! Our audience can relate much more to new content if it is CONNECTED to something else--and why not through a story?!?
kluttenegger

Articles: Design - 0 views

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

shared by kluttenegger on 19 Jun 15 - No Cached
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example:
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Awesome!  I didn't know that you could do this.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Good to know.
  • Colors can be divided into two general categories: Cool (such as blue and green) and Warm (such as orange and red). Cool colors work best for backgrounds as they appear to recede away from us into the background. Warm colors generally work best for objects in the foreground (such as text) because they appear to be coming at us.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I often don't think in terms of the cool/warm colors but just try to pick colors that go together.  Now I will be more mindful.
  • Lots of extras actually take away meaning because they become a distraction.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Throughout the course readings, I've come to really understand this.  The great examples speak for themselves.
  • ...32 more annotations...
  • Do any slides feel text heavy? Be honest with yourself.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I realize that my slides have been very text heavy in the past.  Now it is easy to think, duh, why put all the text on the slide, if I'm going to be sharing the information with my audience anyways.
  • This happens when you take a low-rez jpeg (from a website, for example) and stretch it out.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      This is very frustrating to me.  I've experienced this many times and I often end up picking a different picture.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This is a hard topic to explain to people. I have worked with staff for many years explaining bigger is better. You can always make it smaller and be ok but the oppposite is not true.
  • People should be able to comprehend each one in about three seconds
    • dahrens20
      dahrens20 on 22 Jun 15
       
      Being a business teacher I'm seeing a lot of similar traits to building resumes and app letters...the effectiveness of white space and as  mentioned here the eye test.
  • A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements:
    • dahrens20
      dahrens20 on 22 Jun 15
       
      These slides are really hitting home with me with the larger font on the statistic. I'm realizing now that I haven't utilized statistics this way in the past in my presentations and will change that going forward!
    • berlandson
      berlandson on 30 Jun 15
       
      I also find myself trying to be "consistent" so I don't vary the font size.  This illustrates how important it is to emphasize the important!
  • The arrow comes in later to underscore the point: Our future looks good!
    • dahrens20
      dahrens20 on 22 Jun 15
       
      I've never seen a chart with the added emphasized arrow...I like it!  It definitely grabs your attention right away!
  • you hate bullet points
    • dahrens20
      dahrens20 on 22 Jun 15
       
      I'm definitely agreeing with using as few as bullet points as possible after looking through all the articles and lessons in this class. You're making me think real hard how I'm going to approach my college computer class that I teach. Obviously we aren't in PPT very long compared to the other Microsoft applications but never have I discouraged using bullets...now you're making this hard on me!  : )  There will definitely be some itmes and ideas that I take from this class and learn it forward.
  • Try to bold only the key parts of each point — limit it to as few words as possible.
    • dahrens20
      dahrens20 on 22 Jun 15
       
      Very simple but yet very productive!
    • pfineran
      pfineran on 26 Jun 15
       
      I have done this far too often in the past and also been in presentations that used too many bullets. I'm very excited to learn how to avoid this pitfall.
    • pfineran
      pfineran on 26 Jun 15
       
      When I first learned how to work with PPT, I thought animations and fades and such were a plus. Now I realize they get a little distracting.
    • pfineran
      pfineran on 26 Jun 15
       
      This a great rule of thumb to go by!
    • pfineran
      pfineran on 26 Jun 15
       
      As someone who is very visual in the way I process information, I can see that this second example would be what I would prefer. It's simple and it's a lot less to take in.
    • pfineran
      pfineran on 26 Jun 15
       
      I thought too much white space was a bad thing. Here it actually works to make the image/text stand out. I always thought there had to be strict balance.
  • if it is included in the software, your audience has seen it a million times before
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      This seems so incredibly obvious, yet I have never considered it. The same clip art is being reused through the world and many presenters are probably unaware.  With high schoolers at least, I think overly cheesy or old graphics are a quick way to lose both credibility and engagement.
    • berlandson
      berlandson on 30 Jun 15
       
      In my personal finance class I have always used the company slides with my changes.  I was worried most about content and then last year one of my students asked if I had considered using a different template for each unit (it was stated in a kind way, just wondering way) and it made me see the need for change.  Last year I just changed templates....which they liked.  I wish they could see the changes this class is bringing for me!
  • Use appropriate charts
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      The power of these charts lies in their simplicity. When we usually see charts in PD or staff meetings they are cram too much information into one slide. While I'm very unfamiliar with creating charts, I think well-designed and visually simple ones could enhance several of my presentations.
  • contains watermark
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      I'm not sure there is a quicker way to advertise that your selection of images is lazy than to have a gigantic watermark plastered on a screen.  Students also need to be reminded how poorly this can reflect on a presenter.
  • Think of your slides as billboards
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      This combined with the three second rule mentioned above are helpful tips, but also very practical. You don't need a degree in design to consider how quickly your slide can be comprehended.  I've never considered how quickly people give up on a slide that is confusing, but we all do it.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Great concept. We only put important information on a billboard and that should follow suit on presentation.
  • Follow these steps to reduce and simplify your text-heavy bullet points
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      I was getting a bit frustrated at being told why so many slides are crap but not having enough practical advice to prevent it. This list of steps is incredibly helpful. I can't wait to try and simplify some of my presentations, though I'm scared how long it may take for such a text heavy person like myself!
  • Image is stretched vertically & distorted
    • berlandson
      berlandson on 30 Jun 15
       
      This is a #1 "bad presentation" thing for students!  Sometimes I think they think they are at the mercy of the software and decide "I can't do anything about the strange picture"!  Distorted images draw the audience to the image rather than the message!
  • And this is even better…
    • berlandson
      berlandson on 30 Jun 15
       
      This really proves "a picture is worth 1000 words"..the slide started out so wordy and see it move to one "word" is impressive!
  • Remove all extraneous copy from bullet points
    • berlandson
      berlandson on 30 Jun 15
       
      Love this advice.  Hard for teachers to walk away from "the list", but this advice improves "the list"!
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • gsmutz
      gsmutz on 30 Jun 15
       
      Before this class, I had never thought about how important the white space was.  I am looking forward to making my powerpoint effective by using the white space to my advantage.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      White space - guess I always thought it looked blank and needed to be filled. I will have to practice this one.
  • If the photographic image is the primary area I want the audience to notice (such as a picture of a product), then the image can be more pronounced and little (or no) text is needed.
    • gsmutz
      gsmutz on 30 Jun 15
       
      I like how this idea was explained.  If the picture is the focal point, make it stand out!  If the text is the focal point, blur the picture and the text will draw the eye first.
  • Spend time in the slide sorter
  • Spend time in the slide sorter
  • Spend time in the slide sorter
    • gsmutz
      gsmutz on 30 Jun 15
       
      I don't think I have ever used this screen on powerpoint.  This will be beneficial to make sure my slides have a consistent theme and that they flow nicely.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I remember when I have worked with staff who do not use powerpoint very much how excited they were to see the slide sorter. Some of them had deleted slides in the past because they were in the wrong order. OH MY!
  • Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This happens at a lot of the conferences I attend. I get the documents with links and things but the actual presentation? It should NOT be any good without the speaker.
  • Use high-quality graphics including photographs.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      The AEA provides great clip art and real photography. I push it to my staff but I feel they use the google images way to much and they are not always appropriate.
  • Unity. Slides with visual unity look as though the same person created them and make your message feel cohesive. You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck. Here’s a pair of slides to illustrate:
    • gsmutz
      gsmutz on 01 Jul 15
       
      I like how this looks.  How do you find images that you can do this with (put on any color screen)?  I also notice how each image is placed in line with the other images.
  • Step 4b: Replace bullet points with images
  • Step 4b: Replace bullet points with images
    • gsmutz
      gsmutz on 01 Jul 15
       
      This is a good way to get more pictures and less text.  It would also be easy to present on, given the pictures that you were showing.  I am assuming you show the whole slide at once, and not get one picture animated after another.
  • Step 4b: Replace bullet points with images
  • informed
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

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

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

Articles: Design - 1 views

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

shared by kmcastaneda on 18 May 15 - No Cached
  • it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I see how this is a better way to format information.  Any suggestions on adapting this for the instructional format?  Specifically I'm thinking about online courses and flipped instruction.  If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation?  Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Anyone know if there is a way to do this without Photoshop?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Good reminder!  I want to improve my presentation abilities - not reinvent the wheel.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
  • ...82 more annotations...
  • Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
  • Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Dangit!  Serif fonts are much more visually appealing to me.  I use them for everything.  I guess not anymore... :-(
    • amytlach
      amytlach on 25 May 15
       
      The example below is a great illustration.  I tend to lean towards serif for most things, but will definitely think about this going forward.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
  • (and save teleprompter text for the “notes” field, which the audience can’t see).
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an important thing for me to remember.  I don't have to eliminate my content -- I just don't put it on the slide.  That's what my verbal presentation is for.
  • Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      Not less than 24 pt font and not more than two lines (and even that is suspect).  Got it!
    • kliston
      kliston on 25 May 15
       
      These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an interesting idea!  I like it.  I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
    • kliston
      kliston on 25 May 15
       
      I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
    • amytlach
      amytlach on 25 May 15
       
      This hits home for me when trying to evoke emotion or memories with an audience as well.  Finding the right image will pay off in the end. 
    • amytlach
      amytlach on 26 May 15
       
       
  • Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
    • kliston
      kliston on 25 May 15
       
      I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I agree! The image should only be present if it enhances the presentation, not just to fill space!
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  'Be strong' made me laugh...this reminds me of therapy.  Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!  
  • In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
    • kliston
      kliston on 25 May 15
       
      Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • kliston
      kliston on 25 May 15
       
      eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
  • Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
    • amytlach
      amytlach on 26 May 15
       
      I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time.  Would also be good to share with other as a review of this class when asked.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
  • to be passed out after your talk
    • Karen Stern
      Karen Stern on 25 May 15
       
      I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I think this is a quick and easy item for anyone to do to make them a better presenter.
  • what's your intention?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      True true.  Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined.  And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • Karen Stern
      Karen Stern on 25 May 15
       
      This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
  • Remove all extraneous copy from bullet points
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
    • amytlach
      amytlach on 26 May 15
       
       
  • glance test: People should be able to comprehend each one in about three seconds.
    • amytlach
      amytlach on 26 May 15
       
      I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
  • However
  • approach
  • something
  • Admit your
    • amytlach
      amytlach on 26 May 15
       
      I love this as a reminder....24 point font....no smaller!
  • slide has a text problem
  • main phrases
  • on the
  • phrases
  • Highlight the key phrases that you will help you rehearse for your presentation
  • Speak to that content when you present
    • amytlach
      amytlach on 25 May 15
       
      This was a big take away for me in a previous lesson.  Use it as a starting for the conversation and talk to the points listed, not a reading of the list or points that are listed. 
    • amytlach
      amytlach on 26 May 15
       
      Amy Tlach
  • slide
  • TypeError
  • Slide
  • It’s also important to stick to a consistent visual style in your slide deck.
    • Karen Stern
      Karen Stern on 28 May 15
       
      I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
  • the star, of course, is your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that the audience wants to FEEL is key for me.  So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.  
  • Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.  
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  Exactly.  This made me giggle.  So true.  I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.  
  • never, ever turn your back
  • Always be asking yourself, “How much detail do I need?”
  • guilty of including too much data
  • appropriate
  • limit the bars to 4-8.
  • evokes feelings
  • is emotiona
  • can help persuade and motivate.
  • can increase interest and improve learning comprehension
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
  • retention
  • if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
  • sans-serif font and is professional yet friendly and “conversational.”
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I agree.  Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone.  I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
  • Spend time in th
  • Slide Sorter view, you can see how the logical flow of your presentation is progressing.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
  • How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
  • image is cropped for better balance
  • transparent box is added to help the text pop out
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I've never thought of this effect.  I'm going to try it.  
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Great metaphor for this.  The GLANCE test.  We all can relate.  This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'?  In other words, why should they bother reading/viewing/listening to me?!  Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
  • Lots of extras actually take away meaning
  • they become a distraction
  • overtax the audience’s cognitive resources
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I have thought, in the past, that the audience needed ALL the information I could give.  Yet, now I can reframe that idea as it actually harms the audience.  It's counter-intuitive.  This reframe for me is priceless, because I want to be liked and considered the expert.  Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.  
  • Photos should be taken by the same photographer or look as if they are
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise.  And it's simply more visually easy to digest.  If the audience is jarred, they're less likely to care about what I say.  Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning.  They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it!  It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.  
  • Illustrations should be done in the same style.
  • streamline the text and incorporate simple visual element
  • moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I talk about this in my art classes, the principle of design called Movement.  I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.  
  • use contrast to focus attention
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love silhouettes. White over black or another dark color is my favorite with silhouettes.  
  • your eye wouldn’t know where to begin, and the quote would have lost its power:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yes, just because space is there doesn't mean we must fill it.  Spaciousness allows the audience to feel spacious.  Period.  Breatheability.  
  • if we’d paired the text with a larger or more detailed image,
  • allows viewers to quickly ascertain a slide’s most important elements:
  • visual unity look as though the same person created them
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.  
  • make your message feel cohesive
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely.  This is why Slide Sorter view is so good.  Placement and composition is important here, too.  
  • there’s beauty and clarity in restraint
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Love this!  It's a new quotable for me.  :)
  • you’ll free people up
  • to really hea
  • and adopt
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ultimately, this is what we want.  Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
  • shiny, seductive elements
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
  • Pretend as though you are an audience member
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Like in teaching, it's advisable to become the student before you introduce a subject.  
  • golden rule of PowerPoint presentations — always do what is right for your audience.
  • Very few audiences enjoy paragraph-length bullet points
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?!  Of course I do!  But I forget to lead with this, and I can't afford not to lead with this.  After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
  • try to highlight the main point of each bullet point
  • Think of it as an approach to rehearsing your slides
  • What key part of each bullet point
  • Focus on the
  • cover details verbally that are not reflected in your bullet points
  • one relevant
  • Replace bullet points with images
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Brilliant!  Like visual bullet points instead.  Like cues or clues.  :)
  • trick becomes finding just the right image
Erica Larson

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

www.nsta.org/...e-learning.aspx

science e-learning

shared by Erica Larson on 11 Feb 11 - Cached
  • E-Learning can and should significantly enhance science teaching and learning.
    • Erica Larson
      Erica Larson on 11 Feb 11
       
      I was not aware that NSTA had taken this position. This could be useful as we design online courses.
  • ut considers the following experiences to be within the scope of e-Learning: traditional classroom instruction that incorporates the planned and effective use of collaborative and/or interactive digital tools and resources, blended learning experiences that incorporate various combinations of technology-mediated and traditional classroom instruction, and distance delivered courses or programs.
  • the following elements key to effective, high-quality e-Learning experiences for teachers and students
    • Erica Larson
      Erica Larson on 11 Feb 11
       
      I would like to hear your thoughts on these critical elements.. I am intriqued by bullet #3.
  • ...2 more annotations...
  • When designed properly, online courses and programs for teacher education and professional
  • development have the ability to provide high-quality opportunities for science educators to learn content and pedagogy.
  • Erica Larson on 11 Feb 11
     
    I am sharing a position paper from the National Science Teachers Association about the role of e-learning in science. Feel free to post comments. Erica
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