“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.”
Group items tagged
Join Me: Screensharing and Conferencing - 1 views
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This site allows you to screenshare and audio conference with multiple people for free!
ollie_4: Building a Better Mousetrap - 3 views
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In my own experience, giving and reviewing the rubric to the students beforehand, analyzing their progress along with the rubric, and students self-assessing as they work on their projects have produced higher quality projects and upper level learning skills. Students have also felt better about the process of doing projects since they know what is being graded and they can see improvement in what they are learning. -
I agree, Kenya. When the criteria and processes are shared before the student start the assignment it leaves the door open for most of the time to go to great thinking about the concepts they are learning about, not worrying about the processes of completing the assignment. -
I think it also helps to have some model work that is anonymous and do some group assessment using the rubric so they will truly understand what is meant by "assessment."
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More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing.
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While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
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most state issued rubrics used in secondary school standardized testing are poorly designed rubrics that list specific static elements encouraging students to simply make sure their essays have those features.
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A poorly written rubric can be just as detrimental in students' learning as poorly structured tests/quizzes. It would lead to confusion for the student and frustration for the teacher.
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I can see a place for formula, however. I think as a student gets started with a type of writing, for example, a persuasive expository type, it might be a good reminder of what is needed in that format. Maybe a checklist would work better than a rubric.
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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”
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when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
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I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
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General rubrics can be applied to various assignments; for example, one rubric can be used to assess all of the different papers assigned in a freshman composition course. Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay.
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student grows to understand fundamental standards in writing—like form and coherence—exist across the board
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Write a definition of each of the dimensions
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examples of student work
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you may choose to develop a holistic scale or a checklist on which you will record the presence or absence of the attributes of a quality product/performance
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purpose of assessment
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deciding who your audience
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“Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
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These and other included questions are excellent to ask when assessing rubrics.
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However, for the student to successfully use a rubric this way, 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.
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I believe strongly in this statement. If we do not share the criteria with students in a clear way, it is like they are supposed to guess what is in our heads.
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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
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I don't believe that other forms of assessment tools are "nebulous". Teachers can use checklists, detailed expectations, or whatever as long as we can help eliminate the "hit or miss" part of assessment!
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sound pedagogy would dictate that rubrics should be used in conjunction with other strategies, such as the letter writing/dialogic approach to assessment that Halden-Sullivan describes as preferable to the rubric.
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While I can understand the concerns about formulaic writing, the rubrics themselves don't have to be prescriptive. And shouldn't instructors always use multiple measures to insure that students get the guidance they need?
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I would assume there would be conferencing done in connection with the rubric.
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However, these critics of rubrics, while their critiques should be considered, mistake the design of specific rubrics with the concept of rubrics in general. Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
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Great point - critics of rubrics mistake the design of specific rubrics with the concept of rubrics.
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Prescriptive rather than descriptive...design becomes ever more important.
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we ought to illicit student input when constructing rubrics:
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I am going to give this a try in my fall Drake class. I am teaching a class that will basically involve guided research into the topic of tech integration, and I want students to think about qualities of the topics we discuss.
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Marica, What is the name of your Drake course? I am also teaching a course at Drake this fall semester.
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they tend to “think more deeply about their learning.”
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“deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it.
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At least we hope they recognize it. I have found rubrics helpful to my own thinking process as I try to articulate what I am looking for.
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a complaint about rubric design
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mitagate both teacher bias and the perception of teacher bias (Mathews).
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faculty need a shared vocabulary and a basic understanding of how rubrics operate.
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rubrics that are outside of the students “zone of proximal development” are useless to the students.
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So rubrics can be a form of scaffolding, but only if they speak to the next step needed by students to grow in knowledge or improve performance.
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At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that
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If the outcomes you wish to measure are multi-dimensional, chances are you need a rubric whatever the purpose of assessment is.
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Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric.
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we need a rubric to judge our performance—that is, we need a meta-rubric to assess our rubric.
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I can see why so many iffy rubrics are created...this seems to be a VERY time-consuming process.
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“Each score category should be defined using description of the work rather than judgments about the work.”
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Be prepared to evaluate your rubric, using your meta-rubric and feedback—direct feedback from the students and indirect feedback from the quality of their work. Modify accordingly.
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consistently and accurately
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when we discuss scoring or grading rubrics in the Teaching Center, we are talking about a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment, a system which some educators see as stultifying and others see as empowering.
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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 replacing the traditional lecture-based, teacher-centered approach in tertiary education.
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“filtering”
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scaffolding
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“latticing,
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habits of mind practiced in the act of self-assessment.
Physical Environment Considerations, con't - 2 views
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Yes--this is something that I fear. Teachers, parents, students, etc. not seeing or using the tools for what they really could offer.
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I'm not sure if I can see this happening at an elementary school. I think personalized learning would be more beneficial for MS and HS. Also, what is the teacher's role in PL? Do they do any teaching? Kids could essentially be homeschooled if we are just going to stick a computer or ipad in their face all day. -
You're right, to an extent. I think for it to be successful at MS or HS, it has to be slowly introduced in the earlier grades. I teach high school and my students have never had the opportunity to make choices about their learning, so they don't know how to do it well. It often leads to chaos and behavioral challenges because they're experiencing freedom without having been taught what to do with it and the power of having that freedom. It takes a lot of training and the more than can be done in a controlled environment earlier on in a student's educational career, the more successful it will be for all students.
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I think teachers who are not familiar with PL would need a lot of training if my school district decided to convert from a standard school to a PL school. I would like to see a video of how this works from a new teacher to an experienced teacher.
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This is so true! Also thinking about experienced teachers who have been doing what they do (and often times being successful at it!) for so many years and now are being told they have to completely shift what they're doing. That's super hard!
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I also believe being able to observe a classroom that is already familiar and incorporating PL would be fantastic for so many reasons! The ability to see it would give the teacher a better handle on it.
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I'm wondering the same thing...how does PL work when everyone has different interests in the same classroom? How much pre-planning comes from the teachers?
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This has been so key in my progression with differentiation, self-pacing, and now learning about PL. The biggest reason that I don't go deeper with this is because some/many (I teach freshmen) students aren't able to keep their focus on one particular subject. It turns into me redirecting several groups and less learning taking place than when I orchestrated the class as a whole.
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Sadly, this is the world we live in. A colleague and myself have sent students right into the hallways to watch video-lessons of something they are ready for, but they cannot do this anymore because the principal says no students can be in the hallways at all, for safety reasons.
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So huge! It should probably be assumed the opposite -- that student's DON'T know how to create and utilize a dashboard and they should be explicitly shown how to do so. Even if they do know how, it doesn't hurt for them to see it and hear it from you so they know your expectations.
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I think this point is HUGE! There are some things that computers do better at than teachers for helping students learn (lower level skills, think vocabulary, spelling, facts, etc) but there are some things that computers and technology will never be able to replace teachers (higher level thinking, creativity, compassion, empathy, etc). Therefore, there needs to be a balance and this seems to be a nice blend of the two.
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I am curious what this would look like. I understand better how to increase the social side of online learning through video conferencing, forums, group projects, etc., but I wonder what this looks like for working in person while on the job. Working with other online looks can be very different than face to face on a regular basis.
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All too often we push, push kids from one area to another. No, we can't talk about this because we now have to move to science, or it is time for music. I think one of the biggest issues is we don't give enough time to process and reflect what we have learned and what question we have. I think designed correctly, this time to "chill out" is there naturally.
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This is the area that I think begins the difficult part for many teachers. How do we allow kids freedom on a regular basis? What is suggested for practicing the routines/procedures/expectations for this? I think evaluating reports would be essential beyond the obvious to collect data but also to focus on time on task. I know some people are better being told what to do and when. I think this needs to be flexible.
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How administrator and college prep programs would have to be adjusted/evaluated. Many of the descriptors still apply, but what the evidence looks like is different. This would take training so that administration feels confident.
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The design of this space reminds me of the design of many of the preschool and early learning classrooms. It takes those same concepts and shows how it can be applied with older students and for a more advanced purpose.
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This thoughts and ideas are tied closely with the flexible seating research many teachers are currently implementing and exploring.
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This statement is so powerful. So many times teachers are using tools like Canvas or Google Classroom and it really is just the same way of teaching as the traditional classroom. The work is the same, just done on line.
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And the more independent this student will be able to be in the future as they will be able to use their knowledge with these tools to guide them.
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What a genius way to think of organizing the classroom! Each "Zone" has a clear meaning so students know exactly where they can be successful in their learning. Are their labels with their meaning at each of these zones so kids are able to remember it's purpose?
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This visual aid helps me to better understand the areas of the classroom. I also agree should be able to move freely around the room. My biggest question or may fear is what do you do for the students who do not stay on task or is there some sort of consequence if this is the case?
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When reading point 2 and how students are able to understand what types of social situations lead best to learning since the point that adults have also not mastered this is such a great point! The reality that this is how we learn best is 100% true, but the mentality of teachers is that you DO NOT give students this time because that seems like students would waste time and not complete their assignment or project.
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Wouldn't it nice if we had funding to change our classrooms. But physical environment does make a difference.
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I'm not sure I to the point of allowing high school students to socialize whenever they want.
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I am surprised that the LMS systems is more for traditional learning, rather then personalized.
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The adaptive learning environment is really overwhelming to think about in the traditional classroom setting. For instance I have 170 students in a day, I can't imagine how I could adapt leaning for all of them.
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ol101-2020: Iowa Online Teaching Standards - 9 views
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I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful. -
Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
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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
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I chose this criteria because it encompasses the purpose for facilitating student learning, the goal. I like how it reminds me of all the components needed to ensure student success.
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Understands the differences between teaching online and teaching face-to-face
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moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family. -
I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start. -
This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
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I chose this criteria because it seems like a no brainer, but I realized after I started teaching a blended class how many little things are actually big differences between online and F2F courses.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
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Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success. -
moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
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This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
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I need to be better about posting and discussing learning outcomes before every lesson I teach. -
Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
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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
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This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
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moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
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Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
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Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
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I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
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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)
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In order to make an attempt to combat "cheating" in an online course, developing authentic assessments is crucial.
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Just as in a F2F classroom, a variety of assessments should drive instruction. Assessment is important for both teacher and students.
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7. Engages in professional growth (ITS 7)
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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Has experienced online learning from the perspective of a student
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This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
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Assists students with technology used in the course
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If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
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During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work. -
Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
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Understands student motivation and uses techniques to engage students
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
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In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
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Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
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Understands student motivation and uses techniques to engage students
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This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
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You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
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I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
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I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting. -
It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
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Utilizes a course evaluation and student feedback data to improve the course
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Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
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Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
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If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
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Selects and uses technologies appropriate to the content that enhance learning
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Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
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I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
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I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there. -
This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
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I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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"moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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"moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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"moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
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I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
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Sets and models clear expectations for appropriate behavior and proper interaction (
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"moodle_iowa" Being able to explain your expectations is important because it sets the tone for the entire class to be more successful. Whenever we were talking online I reviewed expectations to have better conversations that were helpful and inspired others.
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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)
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Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success. -
Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available. -
If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
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It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable. -
If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
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Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
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I need to be better about posting and discussing learning outcomes for every lesson I teach.
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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Providing timely and constructive feedback can help student become stronger learners.
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Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
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Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
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This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
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This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
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Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
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Engages in professional growth
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This is what I've been saying all along. Teachers need to continue to learn in order to continue to provide the best practices for students
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
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It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
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This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
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This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Learning is social. Collaboration and interaction help examine own understanding including misconceptions and deepen the knowledge and skill.
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Has knowledge of learning theory
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Theory is the basis of all the practical decisions that we make. Without a thorough understanding of the theory behind online learning, it would be easy to go astray. (True for everything else!)
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safe environment
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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Has experienced online learning from the perspective of a student
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
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This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
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It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
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Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
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Applies research, knowledge, and skills from professional growth to improve practice
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It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
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Demonstrates competence in planning, designing, and incorporating instructional strategies
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I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.
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Understands and uses data from assessments to guide instruction
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I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This should be a given with online teaching and is exactly why I am taking this class, to grow my tech skills and knowledge. This field changes so quickly , one must always be growing and adding skills to stay effective.
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Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
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This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
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Networks with others involved in online education for the purpose of professional growth
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I know that networking with others involved in online education is vital for me because I am so new to online learning.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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It is important for a teacher to use data to drive their instruction. This way the teacher can pin point where the student needs help.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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This hits me where I live. It is so important to not just "talk the talk" about photocopying music but to actually share with the students my understanding of copyright laws concerning music photocopying. Thankfully I have purchased a program that I can use in the classroom and can copy as needed.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I'm a data girl. Love seeing the data on new instructional practices and love using data to inform future instruction.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
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Selects and uses technologies appropriate to the content that enhance learning
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This has been a challenge for me. I feel like I'm always looking for the best technologies to enhance my content but they change so fast that it is difficult to be committed to one. I continue to read blogs and other math posts to learn more about math technologies.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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We have had to address students that have been using technology inappropriately and each case is dealt with on an individual basis. It is very important to have policies and procedures in place to ensure students learn from their misuse and don't do it again.
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
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, managing conflict (Varvel VII.D, ITS 6.e)
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Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.
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Selects and uses technologies appropriate to the content that enhance learning
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies? -
This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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Networks with others involved in online education for the purpose of professional growth (
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Creates or selects multiple assessment instruments that are appropriate for online learning
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
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knowledgeable and has the ability to use computer programs
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to use computer programs required in online education