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Dennis OConnor

Emerging Asynchronous Conversation Models : eLearning Technology - 0 views

elearningtech.blogspot.com/...asynchronous-conversation.html

emerging asynchronous conversation models elearning technology

shared by Dennis OConnor on 24 Jun 11 - No Cached
  • The standard model for asynchronous conversations is discussion forum software like vBulletin.  I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services.  I also looked at Making Intranet Discussion Groups Effective.
  • However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks). 
  • Talkwheel  is made to handle real-time group conversations and asynchronous ones.  It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
  • ...5 more annotations...
  • Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
  • Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
  • Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions.  They've also created topic pages such as: Learning Management System. 
  • Finally, Namesake, is a tool for real-time and asynchronous conversations.  It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter.  You can see an example of a conversation around phones below.
  • All of these point to new types of conversation models that are emerging in tools.
  • Dennis OConnor on 24 Jun 11
     
    Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
Cari Teske

Slack: Be less busy - 1 views

slack.com/is

moodle_iowa ollie_iowa technology Slack

shared by Cari Teske on 16 May 16 - No Cached
  • Cari Teske on 16 May 16
     
    Organize your team conversations into channels. Channels may be public or private. It is not just a tool for conversations. You can add documents, images, PDFs and spreadsheets. You can also private message individually. Slack will notify you when someone posts or messages you. You can also search within Slack for past discussions. Conversations are not limited to your computer. There are apps available for phones and tablets.
Pam Buysman

Teaching on the Web - Exploring the Meanings of Silence - 1 views

ultibase.rmit.edu.au/...benfield1.htm

shared by Pam Buysman on 06 Jan 11 - Cached
    • ksteingr
      ksteingr on 06 Jan 11
       
      Issues to confront - 1. designing learning that will engage students 2. choosing material that is suitable for the web 3. pedagogy in the online environment
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      Teaching an online class for the first time would be much like teaching your first group of students F2F.. In Iowa we provide mentors for new teachers. It only makes sense to provide a mentor or some kind of support system for "newbie" online facilitators as well. At the AEA, we do a support system of sorts in place. We have enough AEA people trained that can offer support to one another.
  • There are numerous major educational issues to confront and resolve when delivering learning material on the Web -- like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web. However, these are not the subjects of this brief discussion. I want to deal with a substantive issue that is too easily ignored or trivialised -- pedagogy in the online environment.
  • The need for support of teachers and academics in these early days of online delivery cannot be underestimated. Early adopters of new technologies can easily find themselves isolated, ignored and problem solving in an intellectual vacuum.
  • ...28 more annotations...
  • establish relaxed, free-flowing and open communication within the class.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Use threaded discussion facility - not finding success.
  • There’s just this awful, sort of silence.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Discussion breaking down.
  • One of the hardest things to orient to in online teaching is the radically different tempo of communication.
    • ksteingr
      ksteingr on 06 Jan 11
       
      The change?
  • How long do you wait for a response in an online threaded discussion?
    • ksteingr
      ksteingr on 06 Jan 11
       
      Key question!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      As I'm reading this article, I'm wondering if the facilitaor has established any kind of guidelines like we currently have. The initial post is due by Friday and two reponses are expected by Sunday. I really think a timetable needs to be established, because otherwise I do think you might wait forever for some students to respond. Without the timely response, it really isn't possible to create any conversations. Without the conversations, I think learning will be compromised. Of course if a student doesn't respond, you need to try to contact them. Yet if they don't respond to you, I see no alternate but adhering to the guidelines you've established for your threaded discussions. So, I guess I'm saying, you don't wait. You have expectations and you make allowances if necessary, but at some point in time, you need to look at class expectations.
  • What replaces them?
    • ksteingr
      ksteingr on 06 Jan 11
       
      What does replace the brief encounters?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      You use available technology applications or resources. It is possible to email the student, call, skype, or create a chat room. Any or all of these can be used to create some kind of personal contact with the student. It seems as if we are looking at adult learners. At some point, learners need to take some responsibility for their own learning. Again, without structure there will be no conversation and much learning will be lost.
  • The online teacher can and does know if a particular student has logged on, when they do and which pages in the online subject they visit. But it doesn't feel that way to the student user. It will only become apparent to them later, when or if the teacher e-mails them asking if they are having difficulties.
    • ksteingr
      ksteingr on 06 Jan 11
       
      How do we let students know we are aware of their patterns online?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      We ask questions in the forum. We email students sharing that we have noticed that they have not logged on. We gently remind them about expectations. We can try calling. In short, we use whatever means we have to communicate with them.
  • ‘get to know each other sessions’
  • If you expect students to use CMC, rather than private e-mail, as the primary mode of communication with you, you have to tell them so.
  • If you expect the students to check their bulletin boards regularly, you have to let them know how often. If your expectations are not being fulfilled you have to follow up with e-mails or phone calls. Communication is critical. It is the strength of the online mode, as opposed to broadcast media like print, radio and video. The rule is, actively avoid isolation.
    • ksteingr
      ksteingr on 06 Jan 11
       
      the key!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I agree. You need to tell your students what you expect!
  • o 'community'.
  • Because the general tempo of interaction is slower online, it may take longer.
  • E started telling her students about relevant upcoming public lectures, TV programs, useful or just plain entertaining Web sites she had come across, and so on.
  • But what sort of ‘character’ do you want to convey online, and how will you convey it with a keyboard?
  • ‘I do think that having a sort of classroom rapport, a very sensitive style, which I think I've got in some ways in the classroom, is very important online. But getting it across is ... well, it’s very hard.’
    • ksteingr
      ksteingr on 06 Jan 11
       
      having a sense of online style is one thing - making that clear is quite another!
  • There isn’t any right way to do it, just as there isn’t any one teacher’s ‘character’. You do have to define your own online persona and then think quite carefully on various occasions about how to convey it.
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I couldn't highlight this because it already was. However, I like this and would have highlighted this text if possible.
  • One of the great advantages of the threaded discussion is the time it allows for reflection, and the possibility for editing/refinement of one’s remarks.
    • ksteingr
      ksteingr on 06 Jan 11
       
      I had not thought about editing, but it is important.
  • This may mean that, for some students anyway, threaded discussions are not conducive to thinking out loud, to tossing out ideas for testing, to speculation.
  • The casual conversation with a student after class, the brief encounter in the corridor, the snippet of social conversation in a workshop or tutorial -- these do not exist in the same way online.
  • What 'right' does EM have to force a timetable on to them?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      The teacher has every right to force a timetable. Learning will not occur without structure.
  • The visual, audio and tactile cues we take for granted in our everyday teaching, and which we rely on as guides to our action, are utterly absent in the online environment.
  • The teacher in this scenario is at the behest of her students' actions (or lack of them). The centre of control has moved markedly away from the teacher, to the students.
  • Yet the establishment of a sense of community is often one of the chief objectives of a teacher with any class. The achievement of it is a milestone in the progress of a given class in the mind of the teacher.
  • It is almost embarrassing to say so, but there are other things to ‘talk’ to students about than the course material.
  • Others may find that the time they get to reflect and compose their comments invests them with a power they don't ordinarily feel in face-to-face communication.
  • Failure to respond promptly to a student request or other communication could be catastrophic. It is disarming, even alarming, to invest the time to post a message and then get no response.
  • strong conscious effort, planning, forethought, time
  • ksteingr on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
  • Pam Buysman on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
russelljohanna

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.
Amy Burns

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    Great fast, free file conversion tool
dougmay

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  • The biggest item that separates mediocre presenters from world class ones is the ability to connect with an audience in an honest and exciting way
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I think this is why it is important to use personal experiences to be able to connect with your audience. As I am presenting to my classes, I use at least one or two examples pertaining to their lives that may help them to connect with the information. Sometimes it helps and other times the students may not understand due to the fact that they have not had the exposure of the specific topic. Asking them questions afterwards and having another student give an example usual is where the discussion leads. I fell connection is an important key of successful presentations.
    • rabraham
      rabraham on 20 Apr 15
       
      I agree.  Sometimes, the key to getting my students to remember things from my presentations is the story or tidbit of personal info. that I share.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      This is so important with my elementary students. In Forest City, we take the approach that elementary is when students learn to love music and middle/high school is when they learn to truly do music. We do music reading basics and theory/history concepts, but my number one goal is to connect with students and make them choose to participate through their lives.
  • First impressions are powerful.
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      First impressions are not only important in a job interview, but in presenting as well. That's why I think it is important to have those first slides be attention getting enough that the audience will not want to stop listening.
  • First impressions are powerful
  • ...63 more annotations...
  • impressions are powerfu
  • if you have 30 minutes for your talk, finish in 25 minutes
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      The presenter can give more information as a one-on-one basis after the presentation if someone in the audience has questions or would like a clarification, for example. By presenting the most important information, the audience will receive the best presentation. The presenter can also hand out note pages after the presentation for the audience to have the "extras" if they have not written anything down or it may help answer questions. Keeping the presentation interesting, straight to the point, and then done, is a presentation done well.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      With my youngest students I can always tell when I've talked to long. I aim for 10-15 minutes and if I hit 15 or even 20 minutes I've lost at least half of them.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      If I would do this, I'd have 5 minutes of unplanned time! I think adding little activities into the presentation (brain breaks, songs to sing, etc) helps kids stay engaged for a longer time!
  • Get closer to your audience by moving away from or in front of the podium
  • Get closer to your audience by moving away from or in front of the podium
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      This is difficult to do if you do not have a remote and you have to continuously change the slides to the next one. I remember one of my instructors in college tell the class that we should not stay in one spot at the front of the room, then she made us practice it. Realize you can move, which is important for the class and the teacher. If you stay in one spot, it looks as though you are glued to the floor, which obviously you are not. 
    • chaneline
      chaneline on 20 Apr 15
       
      I have heard this before and always like it when the presenter is dynamic.  Bummer I read this today because I have a big presentation tomorrow and was planning to hang out behind the podium.  Now I'll be forced to come out of hiding.  
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I do think having a remote in my room would be good. When I taught computers I actually just used a wireless mouse with a clipboard a lot. It worked great for what I needed at the time.
    • dougmay
      dougmay on 26 Apr 15
       
      People get tied to the podium as a security blanket. They are as exposed behind it.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I've never thought as much about this idea until this class, but it really is the audience who is the most important. Regardless of why someone is presenting, the audience will chose if they are interested or not. Their reaction is important to you as you may need to improve your delivery or what you deliver in order to gain their attention. I like the statement of your audience determines whether your idea "spreads or dies". That definitely puts it into perspective to make you think.
    • dougmay
      dougmay on 26 Apr 15
       
      I used to work in retail and I was always told that the company wasn't paying my check but the customer was. This would be the same situation. They determine our success or failure.
  • ways rememb
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present
  • present
  • use images with little or no text on slides
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I really like this. The images are so important as we've discussed in earlier lessons and my goals is to use this tactic as much as possible.
    • dougmay
      dougmay on 26 Apr 15
       
      This is something that will have to be sold to the audience since we are programed the other way.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I do not like to watch myself on video (not that many people like to see themselves on video), but many times I'm too critical of myself. Not that there isn't room for improvement, so using a video might be very useful to me (or any presenter). 
  • personal/professional history, etc.
    • rabraham
      rabraham on 20 Apr 15
       
      This is interesting because when I am asked to share about myself (for example when I got a teacher leader position), I tend to keep it short and simple.  I don't know what they actually want to know about me.  That's the information they tend to forget anyway.
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • rabraham
      rabraham on 20 Apr 15
       
      This also allows time for questions and discussion before hurrying off to another presentation or class.
  • Remember the “B” key
    • rabraham
      rabraham on 20 Apr 15
       
      This is something new that I did not know about it.  I'm sure it will be very useful knowledge in the future.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I'm really trying to remember if I knew this and just forgot or if I've never been told this - ever! I just went into powerpoint to try it! This is a really handy piece of information!
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Ditto. I never knew of this. Great tip I can use immediately.
  • take on a conversational tone
    • rabraham
      rabraham on 20 Apr 15
       
      Including the audience with interactions throughout the presentation will also help it come across as a conversation.  People usually feel less threatened when they feel like they are being talked with rather than talked at.
    • chaneline
      chaneline on 20 Apr 15
       
      I really like this advice! It makes sense to me to have a conversation with the audience.  When I think of it this way it takes some of the pressure off
  • If your presentation has to be long, break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present. "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • rabraham
      rabraham on 20 Apr 15
       
      This is a great idea to keep everyone engaged and mix up the way the information is presented.
    • chaneline
      chaneline on 20 Apr 15
       
      This tip is great because it uses what we know about the brain and gives a practical tip.  The use of video clips and demonstrations help to break up the presentation and keep it interesting.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I think this is especially true when dealing with a younger audience as many of us do.  We have to break things into short chunks.
  • he true professional can always remain cool and in control. Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • chaneline
      chaneline on 20 Apr 15
       
      Courteousness and graciousness go along way.  People expect to be respected and the group dynamic definitely calls for that.  I was at a presentation earlier this year where the presenter forgot her manners.  She started to berated us for not asking questions and participating right off.  She seemed angry at us.  She totally lost the whole group and was very ineffective.  Interestingly, she was a national speaker who was expensive to bring in...I can't believe she has made it this far as a presenter.  
  • Practicing in front of another person or a video camera will help even more, he says. "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • chaneline
      chaneline on 20 Apr 15
       
      This makes sense, but sometimes feels silly.  I have gone over my presentation out loud twice (several more in my head).  I am going to do another read through tonight, as the presentation is tomorrow.  Hope it's enough.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I have video taped my lessons many times and I will say that it is always beneficial. I sometimes realize that I forgot to use the correct terminology and instead used an explanation!
  • If you’ve made a sincere effort to look at the world through their eyes
  • less than 20 minutes
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I always aim for short times in front of the class and can always tell when I've gone too long. The class gets restless.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      This doesn't really work for my classroom, but my presentations often involve songs they stand up and sing, brain breaks, videos, smart board activities, and more. I think the goal is to not lecture for 20 minutes, but the total presentation can be longer.
    • aboevers
      aboevers on 26 Apr 15
       
      I agree. When you switch it up it makes the students more aware and awake. I like to incorporate activities that allow them to move around every 20 minutes.
  • bullet points are the worst way to learn and impart information
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I can't believe that I had never heard this before! This might be difficult at times. Sometimes I just want to quickly bullet the most important items. 
  • Practice 10 hours for every one hour of the presentation
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      WOW! This is a lot of time to practice! I'm wondering where I am going to find the time!
    • pkmills
      pkmills on 22 Apr 15
       
      While I am not passionate about the subject of Personal Hygiene, I am passionate about presenting the Good Manuafacturing Practices topics and helping the production personnel be passionate about delivering a safe and qaulity product.
  • The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
    • pkmills
      pkmills on 22 Apr 15
       
      Each year that I do this presentation it gets more personal as I work with and get to know more of the staff each year.
  • Audience attention is greatest at the opening and then again when you say something like “In conclusion….”
    • pkmills
      pkmills on 22 Apr 15
       
      Very true. Most people will remember the first thing you said and the lst thing you said and so it goes...
  • Removing physical barriers between you and the audience will help you build rapport and make a connection.
    • pkmills
      pkmills on 22 Apr 15
       
      I need to work on my boss about getting a hand held remote so that all the speakers can do this.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank
    • ney4cy
      ney4cy on 25 Apr 15
       
      This is a great tip. Instead of of just pausing on the slide you have projected you can actually create a visual break to go off topic or restate a prevouis topic. Love it!
    • aboevers
      aboevers on 26 Apr 15
       
      Some projectors have a "black screen" key that works well too.
    • pkmills
      pkmills on 22 Apr 15
       
      I did not know that. The "B" key will now be in my arsenal.
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • pkmills
      pkmills on 22 Apr 15
       
      I do rehearse, I just need to do it more than I have in the past.
    • ney4cy
      ney4cy on 25 Apr 15
       
      I agree I need to step up my practice. Of course when you have your whole presentation on the slide you can just read it! Now, I know I will need to be more prepared with what I am saying.
  • "We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • ney4cy
      ney4cy on 25 Apr 15
       
      When I think about the best presentations I have been to this rings true. Sometimes I find myself getting preachy when I speak I need to remember this.
    • pkmills
      pkmills on 22 Apr 15
       
      I try to make sure I am comfortable in the clothes that I am wearing and that translates to me being cmfortable presenting.
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      This is my number one point, learned previously. Having a remote clicker and moving among the students changes the entire dynamic of the class. I need to do this more.
  • presenting to a small group, then you can connect your computer to a large TV (via the s-video line-in). With a TV screen
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Great idea for my small classes and seminars. I just ended a class of 6 students, and the screen at the front of the room seemed distant. We sat around a conference table and a smaller setting with a TV monitor would have worked better. Just did not ever think of it.
  • The audience is. It’s in their power to embrace — or reject — your ideas.
  • kinds of resistance
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      I face multi-tasking, over-burdened and tiredness resistance from the audience of students, commonly. They students have too much on their plates and too many distractions. So, perhaps this falls into practical resistance. There is not always a "reward" like comp time at the end.
  • discuss ideas or concepts
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Okay, I am taking this to heart. I believe I have to go on a PowerPoint Bullet DIet.
  • most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Oh yeah, of this I am soooo guilty! Another resolution.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      My classroom has these great dimmer lights so that I can cancel out distractions in the room without leaving the kids in the dark. Too bright of a room overstimulates some of my kids and they don't focus well.
  • Is it physically or geographically difficult for the audience to do what you’re asking?
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      I have to remember this sometimes, especially when my students are standing/sitting on choral risers!
    • ney4cy
      ney4cy on 25 Apr 15
       
      I like this tip. When I speak to parents it would be well forth the effort to let them know we are working together for their child.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree with this statement, but I think it is because passion leads to (1) energy and (2) greater understanding.  These make for a better presentation.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree.  As I reflect on my own presentations to my class, it seems that the success or lack thereof that occurs in the first few minutes of a lesson presentation will continue on through the rest of the lesson.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I did not know this.  I could definitely use this.
  • Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree.  In effect, this is "preparing for the worst."  If we are ready for the worst-case scenario to develop, then we can handle whatever comes our way.
  • Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I hadn't thought about this before.  It makes perfect sense, and I am sure that I have read from the slides more than I have thought I was doing.
  • One sure way to lose an audience is to turn your back on them.
    • ney4cy
      ney4cy on 25 Apr 15
       
      Yes! I confess I did this all the time. Wow. I believe I will enjoy giving presentations after this class. I have learned so much!
  • When audience members ask questions or give comments, you should be gracious and thank them for their input
    • aboevers
      aboevers on 26 Apr 15
       
      This depends on the age of the class as well. I substituted in 7th grade classroom and usually they interrupt for attention on themselves, and not as part of the presentation. However, the lesson could help a lot with the delivery in this case. Focus on the purpose!
  • The audience should be looking at you more than the screen.
    • aboevers
      aboevers on 26 Apr 15
       
      I have to get used to this!
  • try to come up with arguments against your perspective
    • aboevers
      aboevers on 26 Apr 15
       
      I always tell my students to prepare counterarguments when writing a paper, and this is the same thing.
  • So look at things from their perspective
    • aboevers
      aboevers on 26 Apr 15
       
      It is sometimes hard to see things from the perspective of an eighth grader!
  • cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored
    • aboevers
      aboevers on 26 Apr 15
       
      I used to be able to give students my power points so they knew what we discussed in class. Now I will need to include a script that accompanies the power point.
  • they don't even rehearse it
    • aboevers
      aboevers on 26 Apr 15
       
      I usually practice in a mirror.
  • sustain eye contact
    • aboevers
      aboevers on 26 Apr 15
       
      Very important to keep your eyes on students for many reasons!
  • ); voice (don't speak in a monotone voice).
    • aboevers
      aboevers on 26 Apr 15
       
      Also, watch for repetition of words or sounds, like "um" or "ok" or "aaaa". Those are annoying!
  • The first 2-3 minutes of the presentation are the most important.
    • dougmay
      dougmay on 26 Apr 15
       
      I agree, hook them early or lose them.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
    • dougmay
      dougmay on 26 Apr 15
       
      Being proactive and anticipating resistance will allow you to less reactive, which would not be good for a presentation.
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!
lisa rasmussen

ollie4: Building a Better Mousetrap - 1 views

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

shared by lisa rasmussen on 03 Oct 11 - No Cached
  • 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.
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      "Jargon in student language." Must be tied to instruction!!
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Sometimes as educators we don't even realize we are using jargon and that students may not comprehend our meaning.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I think every profession has their unique jargon. It is important to use write our rubrics in "student language."
    • Jessica White
      Jessica White on 09 Oct 11
       
      Student friendly language is so important!
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree. Kids must understand the language used or the rubric is a useless tool to them.
  • student-generated rubrics, they tend to “think more deeply about their learning.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Great idea! Thinking would for sure be at a deeper level. Time consuming!
    • Maryann Angeroth
      Maryann Angeroth on 03 Oct 11
       
      Students would need to struggle with the content and what a quality product would look like in order to build a rubric that does guide the work. They will need to put a lot of thought into answering the question: "What are the components of a high quality 'product'? Once a student can identify this for themselves they will go ahead and develop a quality product.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I've done this in a very limited way with students designing rubrics for awarding mini-grants for projects. Almost every time I've done it, the student developed rubrics are much tougher than the adult developed ones!
    • David Olson
      David Olson on 09 Oct 11
       
      The rubrics shouldn't be tough. They should accurately reflect the desired learning.
    • Jessica White
      Jessica White on 09 Oct 11
       
      What a great idea! I have not had students create rubrics before.
    • kangas
      kangas on 25 Jun 12
       
      I frequently have students create rubrics for projects to demonstrate their knowledge/mastery of a topic. They are usually harder on themselves when setting the standards for scoring. We use a meets expectations/does not meet expectations/not included system and occasionally add a "exceeds" category. I find that they try harder when they have created it or have options for how to demonstrate it. I may have multiple rubrics for a project based on options available to demonstrate knowledge.
  • 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.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Monitor their own learning.....leads to "self-directed learners"....our ultimate goal.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I agree; we need to work toward this goal!
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems to me this is even more important in an online class where you can't read the instructor's body language, gestures, etc. Nor can the instructor see the totally lost or quizzical look on the students' faces.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Many educators who are proficient at creating rubrics fall short when it comes to including model products to illustrate various levels on the rubric. Time and resources are certainly factors.
    • David Olson
      David Olson on 09 Oct 11
       
      Let's balance showing students exactly what they need to do and the idea of creativity/ innovation
  • ...74 more annotations...
  • 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.
  • Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices
  • The issue of weighting may be another area in which you can enlist the help of students. 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 aspect when you assess her paper.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Could also be a way to differentiate among students with different learning styles/needs. Never thought of it that way before. What do others think?
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Weighting....the bane of my existence as the person who provides oversight to the SIS! I acknowledge the advantages of using weighting to differentiate for students or to establish prioities of power standards...so for that reason, every effort to keep at educating people on how weighting can play into assessment but the ability for ALL to understand the mathematical implications and cause/effect on grading systems drives me nuts!
  • Steps in developing a scoring rubric
  • Each score category should be defined using description of the work rather than judgments about the work.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Becoming independent citizens and learners is the goal all teachers should have for their students. If teachers find that the assessment process or rubric isn't helping that child to be independent then it is useless.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students becoming involved citizen should be the goal.
  • 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).
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I could see how this could easily happen. As a student I think I would of focused more on getting the A then the content of my paper. It can be difficult to write a rubric that lists all the criteria, yet doesn't stifle creativity.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I agree--I would have focused on the "A", too. I always knew the descriptors of the criteria were important, but I am beginning to see just how important they really are. I know that I have tweaked my rubrics every semester, because a student completes an assignment differently. I go back and reread the rubric, and I have to give him/her credit, because my descriptors were not clear enough.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I've started to see this a little at the high school level in the arts. Telling the kids verbatem what you need to do to get an A or a B sometimes could cut down on 'real' creative ideas and make kids filter what they think about making for their projects.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      This rubric sounds much more like a checklist and provides nothing to describe what a quality essay entails.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      In my experience, most students want to know the minimal about of work it will take to receive the grade that they want.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Finding the line between exploration and doing the minimum is always a struggle.  Formative assessment may help this process. 
  • And, rubrics cannot be the sole response to a student’s paper;
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      This is important, should help keep students work from becoming to "thoughless". So would you use a rubric to make sure you meet specific criteria, then use another for of assessment to grade creativity?
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think I would include the "creativity" within the rubric if that were part of the grade. I'm thinking that aside from the rubric, students could discuss their papers with a peer and they could also have a conference with the teacher. The verbal assessment would provide the student an opportunity to clarify information and even advocate for specific ideas within the paper.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      I've never understood how to "grade creativity." What does that mean?!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can see how rubrics can help in the writing process, but how can they work in a math class?
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      Not just an assessment tool but also a motivational tool.  It is as useful to teachers as it is to students.  More or less a way for the teacher to communicate to the students what they need to improve on.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      ICAM also depends on rubrics to score the written responses for both math and reading.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I too agree. Teaching K-5 Art classes many students love having access to this 'motivational' tool. For many it keeps them focused and on task, while still having the freedom to be creative!
  • self-assessment
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      This is what we want as educators, to develop reflective students who can evaluate themselves and decide what actions they need to take to be a better professional.
    • David Olson
      David Olson on 09 Oct 11
       
      Back to Stiggins, it is all about formative vs. summative and Key To Balanced Assessment #5 Student Involvement
    • Jessica White
      Jessica White on 09 Oct 11
       
      Yes, this is always my goal. I always have student use the rubric to self-assess before they turn in the final product.
  • , 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 essa
  • 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 essa
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      As teachers we need to be careful and develop rubrics that include AND go beyond the basics of writing.  What do we truly want them to show us.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      It is about the quality of rubric used!
  • insists that rubrics should be non-judgmental:
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think that non-judgmental descriptors are important because they are apt to be more measureable. What is "good" in regards to sentence structure--or anything else? This also implies that we, as teachers, have taught our students much more explicitly. I have modeled current conventions, and scaffolded my students' learning about current conventions. Then the descriptors in the rubric should make perfect sense to my students, and should be attainable for them.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I realize more and more how important the descriptors are in a rubric. What exactly are we looking for? Words like good, strong, more, most really don't tell the student much and really make it difficult for different evaluators to be consistent in their assessment.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • constructivist approach to teaching
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I have long been an advocate of the constructivist philosophy of education, and have also been a proponent of rubrics. I guess I just never thought about how closely constructivism and the use of rubrics were related.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Oh yes, I have also been a long time advocate of constructivism. Sometimes though K-12 teachers are nervous about this philosophy and do not feel comfortable constructing rubrics for classroom use.
  • well-designed rubrics help instructors
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Ahhhh, here is the rub; well designed. We know that sometimes in the regular classroom teachers do not have the luxury of time to create rubrics that are well designed.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Yes, that is true. Much easier to make a test with T/F and multiple choice - and easier to grade too!
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I agree with both of you. Rubrics need to be well designed if we hope to assess students with any fidelity, but it isn't easy to do that. It takes time as well as patience.
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      One aspect of "well designed" is time. For me, time is one component of what I see as my "capacity' issue. Do I also have or lack the background knowledge to design the rubric? Am I sure I know the key dimensions/traits to such a degree that I can measure them with validity.
    • kangas
      kangas on 25 Jun 12
       
      Is it possible to create a basic rubric for writing assignments and edit/adapt to specific topic/assignment? I know I spend hours working on rubrics and then seem to find a paper/project that doesn't fit the rubric quite perfectly. How do you account for work ethic/employability skills (proofreading/grammar) in a rubric?
  • habits of mind practiced in the act of self-assessment.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Yes, this hits the nail on the head; we need students to progress in their thinking and self assessment of progress.
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The challenge in this is getting to know the things they will be using to conduct their self assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think that's exactly why a rubric used this way is so helpful - the students don't have to make up their own self-assessment, but can take their cues from what the instructor says is important.
    • linda vann
      linda vann on 12 Oct 11
       
      Amen to all these comments!
  • implied expectations of a college instructor
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Who among us has not experienced this example?
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Agree... we always try to guess what the instructor wants, and by the end of the semester, some of us have it figured out, other students never do!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      This reminds me of an expectations for a college paper: Answer the prompt as completely and thoroughly as possible. Imagine why he got responses ranging from 1 paragraph to 10 pages single spaced.
  • produced less interesting essays when they followed the rules [as outlined in a rubric]”
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I can easily see how this would happen with young people who want to please the teacher by "following the rules." A loss of creative writing!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can relate to this. When I had to take the PPST in college, I did not due well on the essay writing portion, so it was recommended that I get writing help. When I took a remedial writing class the instructor said there was nothing wrong with my writing. The difference was that I could write and get feedback for the class and on the test they wanted a specific topic but did not give much information on what guidelines they wanted.
  • developing statistical thinkers
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Wow, wouldn't this be lovely; producing students who thought statistically! A world I dream of....
  • are not helpful to the students struggling to write the paper
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Like the student who gets a B on a paper with no comments, no red marks, nothing but the B. What can they learn from that??
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      Amen sister! It's tough when you have 600 students, but every comment gets them jacked to do better. :)
  • meta-rubric
  • a meta-rubric to assess our rubric.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      A rubric to assess my rubric?! wow! Who wouldv'e thought?!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The beauty of redundancies.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      My first thought was.....designing a rubric IS rocket science!!! This could be a tad much for the average teacher and their work load?
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems like a checklist might be just as useful and a lot less confusing. I'm imagining the conversation at a grade level meeting using the meta-rubric to analyze a grading rubric and it's sounding like a Monty Python skit in my head!
  • 1. You may give a dimension more weight by multiplying the point by a number greater than one
  • directions for conducting religious services were also printed in red, “rubric,” which comes from the Latin for “red” or “reddish,” has evolved to mean “an established custom or rule of procedure.” (Online dictionary) The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I find this a little humerous that the word rubric spawned from directions used in religious services - correlating the seperation between church and state. A little funny I think.
  • measure the key qualities (also referred to as “traits” or “dimensions”)
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I like the idea of measuring the key qualities, those skills that we determine are essential for students to learn. This is where instruction needs to begin.
  • solving real problems
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Solving real problems equates to having a relevant curriculum. I believe this is one of the essential teaching standards in the Iowa Core.
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      I believe this is one reason we see such student apathy. Today's students, more than ever before, seem to crave what's real- look at what they gravitate to for entertainment and interaction! In their inner core they know often in education what they're asked to do is jump through hoops or do exercises.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree, Joletta. Students quickly realize when a task isn't relevant to them, and enthusiasm drops off.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Of course, what scares overwhelmed teachers like myself who are teaching more students and more subjects than ever before with more high-stakes consequences, all while trying to be a wife and mother, daughter and friend, is the perceive time-consuming element of assessing such things!
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I have to wonder if our focus on high-stakes test results isn't stiffleing teacher and student creativity? to the point that we only teach what is on the test--and is that all that matters?
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      Don't tell me this is an argment for high stakes tests good. These tests lead to more creative, authentic instructional methods? Kind of interesting.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Consistenly student after student....again part of creating a well designed rubric. It shouldn't matter who does the assessing if the rubric makes the criteria clear.
    • linda vann
      linda vann on 12 Oct 11
       
      I thoroughly agree! When we evaluate documentation for special education eligibility, we apply a rubric. This rubric is used by at least 12 people and we had to establish inter-rater reliability in order to begin the use of the rubric. And we reached .9 reliability!
  • wooden when writing under the influence of a rubric
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      I never thought about this. I'm sure this would cause more difficulty for the gifted writer.
    • David Olson
      David Olson on 09 Oct 11
       
      I see it even more a problem for the struggling writer.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Gracious, learning is a formula for all children. Teachers are guiding them through a process of aquiring skills and information that people who have lived before think is valuable. I think exploring with blending chalks or oil pastels is a skill my students should have. I show them the ways the chalks can be used. They explore. We do an assignment or two with a rubric. They develop confidence with the chalks, and become independent artists. I think the same is true with writing. Use the rubric as a tool to help the student create a persuasive essay. That essay is not the work of an accomplished author, it is a confidence building experience for the child, a learning step. Wow, look what I just did! A student with an interest or gift in writing will never be stifled by this process unless a poor rubric is used. They will learn what that teacher found to be important and will build their own beliefs on what they learned.
  • It’s the design
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      As with any tool or technology, it can be used in positive, helpful ways or destructive ways. The tool, in and of itself, isn't amazing or horrible. It depends on how it is used.
    • David Olson
      David Olson on 09 Oct 11
       
      And again...the design should include time spent to involve students in the process
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      My "capacity" involves both time and content expertise. Am I sure there are not any "don't know what I don't know" issues. Maybe utilizing the community of colleagues as a filter to check the rubric would help me.
  • freshman composition course
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think rubrics are particularly helpful in establishing consistency of assessment when there are a number of instructors trying to grade across multiple sections.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • Meaningfully” here means both consistently and accurately
    • Pam Buysman
      Pam Buysman on 06 Oct 11
       
      Consistently....if we do a good job of describing our criteria for evaluation it shouldn't matter who evaluates the student's work. Results should be similar. I guess we'll find out in our group work if this is indeed the case.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Consistently is sometimes the hardest part of grading.  You really have to separate your thoughts on the student and how you feel as you grade.
  • aligned more closely to real-life learning situation s
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Again, I think we know we're right on when it comes to assessment tasks which provide these real-life learning situations. We're to prepare kids for the real world and students crave realness yet it seems to be challenging for us to do in education consistently.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Two challenges I have with real world assignments.  When making something for real the product the students make and the product the client wants/expects don't always agree.  Using a rubric can help but getting true buy in from the students isn't always easy.
  • assess outcomes in learning situations that require critical thinking and are multidimensional
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      Activities that stretch student learning into the higher order thinking and measure more than their ability to recite facts and dates.
  • they should articulate the vital features that they are looking for and make these features known to the student
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      By being specific on the expectations of a project, students can take ownership, be creative, and produce quality items. This provides a "pro" because the students are actively engaged.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Students also take ownership and benefit from the critical thinking required to articulate the traits of a high quality product when they help develop the rubric.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric.
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      The important point is not the assessment tool itself, but that it is a "quality" tool used to measure multiple pieces.
  • 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
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      For educators, recognizing the appropriate instances in which a rubric will help students rise to higher levels of achievement and then creating a well-designed rubric are both critical. Let's use rubrics efficiently and appropriately!
  • rubrics that are outside of the students “zone of proximal development” are useless to the students
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Look at rubric descriptors with your students. Ask them to clarify their understanding: "How would you say that in 'eighth grade words'?"
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. This is also important when involving parents in the education process who are not in the classroom hearing the content or language used.
  • 1. the vital “traits,” key qualities, or “dimensions,” to be rated, and 2. the “rating scale.”
  • With your colleagues,
  • Share the rubric with your students
  • full partners”
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      what if they don't know what they don't know--I think examples are useful here...
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I would think involvement would be to the extent that it enhances the clarity, understanding, and alignment to instruction. Even is the involvement doesn't enhance the rubric, it may help students "think more deeply about their learning."
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. Students should be involved, but guidance is essential.
  • increases the likelihood of a quality product.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      x
  • bring fairness into assessment on numerous levels:
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I had never really thought of it from a fairness angle before.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I think it is so important to include students, particularly at-risk students in the rubric writing process. So often, we bring our middle class (often white) assumptions to the assessment process and by including explicit expectations and collaboration with students we have a better chance of making sure we have common understandig between teacher and student.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Great thought on establishing a common understanding.  
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      In an unfair world we need to make learning something that is available to all children. Too many kids have parents who do not value learning. Those kids need a teacher early on who will level things up for them and give them a chance. Learning should be a fair opportunity for all.
  • But she did it without saying anything coherent.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Sounds like a poorly crafted rubric that forgot content. Poor generalization, I think,
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I think I love the way this child thinks.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I love this type of student.
  • dehumanize the act of writing
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Pretty strong language, but I think this is true in some circumstances.
  • rubric, as it takes apart or breaks up the rating system for each trait; a rubric that uses only a single scale is called a holistic rubric. A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I think this is most interesting.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      yes.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      These terms are new to me as they are used to describe rubrics....analytical and holistic--looks like they both work in different ways.
  • Develop a continuum (scale) for describing the range of products/performances on each of the dimensions.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      This is learning progressions.
  • form a significant part of the undergraduate engineering curriculum
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Engineering is a field that is all about applying what is learned, from building roads to building bridges. I can see how rubrics can be used to score performance based projects.
  • problem-solving, inquiry-based, student-centered
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Everything that Iowa core is focusing on.
  • state mandated testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I am not sure what state mandated test in Iowa uses a rubric. ITED does not use one to my knowledge.
  • A search on Google will list hundreds (of thousands) of sites
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Sure there are thousands of sites, but are all of them "good". You still need to determine if it is a quality product.
  • Or you can build your own rubric from scratch
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      This is something that I am not comfortable at all with. I took one class in college that required one rubric for a project and that was the last I even heard of the term rubric for 1o years. My math classes did not use rubrics to assess so this is new territory for me.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I find that "grading" 600 student's work is just too overwhelming to use a nely srafted rubric for each assignment. In an art room i need to be very flexible with assignments. I may have a paint assignment planned but building activities like an assembly or class picture day may mean that I can't get out the paint that day. The rubric must be easily switched up for lesson changes.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      *newly crafted rubric. sorry
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Our new art curriculum incluses a rubric for the final assignment in each unit. Of course all art rooms are equiped with different tools and supplies. The rubric requires tweaking to meet the specific assignment I am presenting. The overall goals remain as intended, perhaps centering on portraiture for example, while detail change as to the manner in which we completed the assignment.
  • Assessment of this sort seems at odds with such concepts as “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. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Isn't it all about the combination of a well-written rubric and the onging conversations between the teacher and student as they work along on the journey? If the only conversation is the rubric....you get what you get. If the teacher is working with a student as they progress along the continuum of the rubric, it seems like the chances of deep learning is possible.
  • The second step is deciding who your audience is going to be.
  • “Is the assessment responsive to what we know about how [students] learn?” and
    • Lynne Devaney
      Lynne Devaney on 10 Oct 11
       
      Do we ( as a team or school has a model been agreed upon?) clearly know the students in our classrooms learn? Have we identified the criteria about the kinds of citizens we want?
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      This is a major push in our district.  
  • a system which some educators see as stultifying and others see as empowering
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      We've been seeing this demonstrated through some of our PD at our school.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This was the focus of our PD just this last week.
  • system
    • linda vann
      linda vann on 12 Oct 11
       
      The notion of a SYSTEM of assessment is important to me - not just the use of one tool, but rather a wholistic approach for the need for varying types of assessment.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I find this kind of problematic to believe. Sometimes what current conventions describe can provide implicit judgements as well.
  • because their methods do not reveal the current goals of solving real problems and using statistical reasoning.
  • after
  • dangers of those that are poorly designed
  • dangers of those that are poorly designed
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Again, poorly designed are the key words. Rubrics can be dangerous.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process
  • they reduce learning to a hit or miss endeavor
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Given the assessments I have been given during my high school and college expereince (quite some time ago), I thank God I had the ability to land on the "hit" side more often than the "miss" side. Not every learner was so lucky.
  • had been more expressive in previous writing assignments
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      ...use of multiple assessments would be warranted.
  • Adopt a rubric
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I've always liked the "adopt, adapt, and apply" principle.
  • In any case, 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, it maintains the traditional gap between what the teacher knows and what the student knows
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree completely. Knowledge shared is powerful. there is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree coimpletely. Knowledge shared is powerful. There is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
  • reflect the critical vocabulary that you use in your classroom.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This should be a tool that each child associates with the teacher using it band the content of the class. Yes, it should sound more like the daily classroom language used.
  • Maryann Angeroth on 03 Oct 11
     
    Why can't the rubric address both the mechanics of a well written piece and the creative process? What would be wrong with adding the free writing activity which leads to the creative, coherent and well written piece?
  • ...3 more comments...
  • Maryann Angeroth on 03 Oct 11
     
    Here is a link to a journal article by Kenneth Volger that discusses the study. http://www.questia.com/googleScholar.qst?docId=5000653057
  • Maryann Angeroth on 03 Oct 11
     
    In addition to having the student weight the aspect she values the most, how about having her choose the aspect of writing that she is struggling with the most and self assess that piece?
  • Maryann Angeroth on 03 Oct 11
     
    If we adopt student developed rubrics are these the steps they would go through too? If so this is a higher order thinking activity about the subject.
  • Maryann Angeroth on 03 Oct 11
     
    This reminds me of last Monday when we were kicking off new AIW (Authentic Intellectual Work) teams. We went through an exercise to determine the difference between evaluative and descriptive. It isn't easy to stay in the descriptive mode.
  • Maryann Angeroth on 03 Oct 11
     
    I LOVE this statement.
Heather Whitman

ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views

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

shared by Heather Whitman on 21 Jan 18 - No Cached
  • overflow of testing
    • nickol11
      nickol11 on 21 Jan 18
       
      I couldn't agree more with this statement. I feel like every other week we are testing our students through MAP, Iowa Assessments, etc. I am also from a TAP school so we are doing Pre/Post/Strategy testing in our rooms, as well.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I would love to learn more about a TAP school as that is a new term to me. I would agree with this statement too about doing testing overload.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is still a very true statement eight years after this article is written! The movement/shift is to move to more project based learning etc. but our testing systems have yet to make any changes. Very frustrating for teachers and students.
    • dykstras
      dykstras on 25 Jan 18
       
      Progress monitoring for intervention students comes to mind when I read this. These kids generally struggle enough as it is, so rather than use instructional time to help them learn more, we test tehm instead.
    • staudtt
      staudtt on 29 Jan 18
       
      This is one of my biggest pet peeves with education today. We get kids for only so long and so much of it is sucked away by standardized testing.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      I also agree with this statement and others comments. I wish we could find a good balance of testing and actual hands-on learning. Testing is stressful on everyone and takes the fun out of learning.
  • The four categories of learning targets are
    • nickol11
      nickol11 on 21 Jan 18
       
      This is the main goal of our current district. I find this information to be really important as there are so many items and content areas being assessed. I feel it is important to look and asses in all of these areas for our students to really make sure they are learning the items we are giving them.
  • Are results communicated in time to inform the intended decisions?
    • nickol11
      nickol11 on 21 Jan 18
       
      I feel that this is an essential part of teaching in addition to that of learning targets. Students must know where they are going before they start. They need a glimpse of what may be expected of them and possibly what not to do, as well.
  • ...63 more annotations...
  • performance assessment and personal communication,
    • nickol11
      nickol11 on 21 Jan 18
       
      I agree that we should see more performance based assessments with much for feedback for students. As we know each student is different this type of assessment create and opportunity for a student to create something to showcase their learning. Many times they will become more engaged and will retain much more information in the long gun. I am curious if some teachers stray away from these assessments?
    • brarykat
      brarykat on 25 Jan 18
       
      You ask a very good question.  I was trained in project-based learning.  Students can benefit so much from it but it can be overwhelming for the teacher without training.  I would guess many teachers shy away from performance based assessments for the same reason.  Putting forth more time in feedback to students could be a deterrent also. Especially in middle school or high school due to the number of students.  Time for grading and to write feedback for performance based assessments would be necessary to do it with fidelity.
  • grouping the assessments into levels
    • nickol11
      nickol11 on 21 Jan 18
       
      I am grateful to be apart of a district that recognizes this need and is providing us time to build our assessment plans while we are building our learning targets.
  • Who will use the results to inform what decisions?
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I think this is an important question. Who are the results for? The teacher? The student? The parent? Administrators? Legislators? I'm not sure the right answer, but it's an important question to consider.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I feel that everyone uses that results differently too to meet their needs and can construe them to fit their agenda.
    • krcouch
      krcouch on 29 Jan 18
       
      Totally agree with this! Who actually sees the results and how are they using it? Every teacher uses it differently for sure. And they need to be used to best benefit the student.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Many districts are moving to standard based grading. After more explanations and understanding to students, families, community, staff, and legislators occurs, I think this will help. The focus on the standard and after breaking it down many ways and with much thought, the results are shared. I agree that people can construe the results to look better or gain something, but we have to focus on who matters. It is for the students and those doing the teaching to really make decisions where to go next. Let the data talk.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      Having the end in mind is important in teaching, because otherwise we aren't teaching what we are assessing, which ultimately makes our assessments useless.
  • descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      This is time-consuming... every teacher knows this is helpful, but we don't always have the time to provide the immediate feedback. Aghhhh...
    • brarykat
      brarykat on 25 Jan 18
       
      Right… and we are now a society with expectation of immediate feedback on many aspects of life that waiting can cause great frustration.  Technology has provided many ways for teachers to provide immediate feedback, but without trainings many educators don't have knowledge of support tools.
    • blockerl
      blockerl on 28 Jan 18
       
      I really like using Google Docs in my classroom to provide immediate feedback to students, especially when typing an essay. For example, this week I had students "finish" their memoirs much faster than their peers. With the use of Google Docs, I was able to provide them with immediate feedback about what they can do to improve their paper. Immediate feedback is hard, but I try to get papers back with clear feedback to my students as quickly as possible.
  • self-assess and set goals.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I'm trying to understand this better as I'm creating an online class for students to take. I'm trying to understand how students can take some ownership of their assessment and learning, but also struggling a bit to wrap my mind around it.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      There is a huge effect size for student goal setting. So essentially, huge ROI if students understand what is the goal and where they are in relation to the goal and how they are going to move closer to the goal. So if you can create the opportunity for students to self asses, it will be time worth spent.
  • formative point of view
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      There's certainly more focus on formative assessment nowadays compared to years ago, where we did more summative.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! It is important for teachers and students to have the feedback of knowing where they are instead of figuring it out after taking a summative assessment.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • hansenn
      hansenn on 24 Jan 18
       
      These targets should be the criteria on your rubric or the focus of your questions. It can be challenging to create questions that directly relate to the targets.
    • brarykat
      brarykat on 25 Jan 18
       
      I agree.  Rubrics can help students and the teacher stay focused on the expected outcome.  I appreciate the suggestion that the teacher should use rubric verbiage in the feedback to the student.  Which also means the vocabulary in the rubric needs to be clear and understandable.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      I think rubrics are critical for assignments/projects. We are letting the students know what the expectations are for the assignment.
  • not
    • hansenn
      hansenn on 24 Jan 18
       
      I once read that you were not suppose to use not in a selected response, but I still use them because it makes students compare and contrast the concepts.
    • dykstras
      dykstras on 25 Jan 18
       
      I agree. It's not a trick question.
  • Students learn best when they monitor and take responsibility for their own learning.
    • hansenn
      hansenn on 24 Jan 18
       
      I have been trying to have my students use a rubric to evaluate their own progress. If i have time to talk to the student and compare our scores and provide oral feedback it works better. Online meeting with the student might be more difficult.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I think when any human does self-reflection their is more meaning behind it and we carry those skills with us longer and they are personalized.
    • dykstras
      dykstras on 25 Jan 18
       
      I tried to do this through Google Forms and share results with parents at conferences, hopefully to show correlation between what their kid thinks they understand versus what they demonstarte they understand. I have to admmit, it failed. Kids ranked themselves high almost everytime as if they thought it would affect their grade. it ended up having no impact on achievement. Perhaps I will try a different approach at a later time.
    • bbraack
      bbraack on 27 Jan 18
       
      When a student takes responsibility for their own learning, then when they understand or meet the standard, then they know they have learned something and did it they feel good and have accomplished something.
  • ongoing information needs of teachers and students.
    • hansenn
      hansenn on 24 Jan 18
       
      The needs of the school or teachers is to be able to grade the assessments. If standardized test are selected response and short answer because the results can be calculated quickly. They can measure some higher thinking skills, but most are not. Why do people place so much importance on the test.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Great question and observation!
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      I find this interesting. Authors are betting that giving up instructional time in favor of testing will pay off in terms of better decisions about students and what seems to be for some, the ultimate goal of improved standardized test scores. Assuming assessment structure and frequency is balanced as the paper outlines, that's a good bet.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      what is interesting is that most teachers are doing formal assessment throughout their teaching, using RTI (response to intervention) time etc.
    • dykstras
      dykstras on 25 Jan 18
       
      See my comments on the 'overflow of testing' highlight. Guess I should have read a little further. This is like betting on giving up one hour of instructional time every Wednesday for professional development will increase student achievement.
    • carlarwall
      carlarwall on 26 Jan 18
       
      We also need to find a balance of instruction and assessment. How can we expect students to perform well on assessments when there is little or no time for instruction on the concepts being assessed because of all the testing.
    • blockerl
      blockerl on 28 Jan 18
       
      I'm interested to know what they are basing this on. So, if I test my students more, they will learn more?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      This is an excellent visual to help assessors think carefully about the learning target and in turn selecting a proper assessment method. It even has some flexibility supporting a multiple measures type of approach. Accuracy is important and this matrix can help serve that goal.
    • brarykat
      brarykat on 25 Jan 18
       
      Well said Mike.  I think this would be a helpful document for teachers to keep in a ready reference file.  I hadn't considered some of the reasons why certain assessments would not be a good match with the learning targets. The explanations whether good matches or not are quite helpful.
    • blockerl
      blockerl on 28 Jan 18
       
      I, too, really like this chart. It is a nice, simple thing for teachers to use when they are in their teams coming up with Common Formative Assessments.
    • staudtt
      staudtt on 29 Jan 18
       
      As eveyone has stated, this chart really does a good job of breaking down quality ways to look at learning targets. It keeps it simple yet you get some quality information.
  • Will the users of the results understand them and see the connection to learning?
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Assessment, as a science, can be tough to comprehend for professional educators, let alone a 8 year old, a parent, a school board member or some guy reading an article in the Des Moines Register. Ask ten people to explain validity and reliability and you might be surprised at the results. What I like about the concept in this article is that it emphasizes the "context" of the assessment. Do users of results truly understand what they are looking at and most importantly connect to a big picture and take the next step? Communication is important but so is education and review of assessment principles for all users of results to understand.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      Great observation Mike! You summed up this article perfectly. All of the focus and discussion on assessments doesn't do any good if the people involved aren't truly understanding the information that is being shared with them. People can't comprehend next steps if they don't understand the information in the first place.
  • Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate users.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Great conclusion and mission. After reading this, I have definitely been challenged to take a closer look at how I view assessment, its purpose and what to do with the results. Seeking balance in the manner in which we conduct assessment and committing to improve assessment literacy for myself and others is a key take-away for me.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Seeking balance in assessment is something I gained from this article too. I will be looking at assessment differently.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      Agreed! Balance is the key to anything. We need to show the students that assessment is important in any form. It is how we grow not only academically, but personally.
  • results that point student and teacher clearly to next steps
    • brarykat
      brarykat on 25 Jan 18
       
      Over the years I've observed increase in doing constructive lessons due to results of assessment. When I was new to this profession the assessment was the focus.  Now I see more emphasis on helping close gaps in learning located through assessments. However, time for assessments to be evaluated and locate those areas that need review or to reteach (possibly in a different method) is mandatory. Allocating the time needed for teachers to evaluate results should be a priority for administration.  
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I agree. I think following the PLC framework helps teachers collaborate about the learning needs based on assessments.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      Hi Lisa! I completely agree with adding stock to the PLC framework so that teachers have intentional and regular time to have these conversations when there is plenty of time to act up on results and adjust instruction.
  • Assessment quality and assessment balance
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I believe we need both quality and balance. I believe we were on the right step with Smarter Balance when the decision was made to halt that process and put it on hold for various reasons.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I couldn't agree more. Smarter Balanced is the most standards based assessment available and instead of top quality for our kids and teachers, the legislature chose to spend less for lesser quality for our kids. You can see it's a hot topic for me.
  • basis of a single measure
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      This is a sad day when we as educators take one single measure and make life long decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      I totally agree! Basing decisions on one assessment is like interviewing someone for a job and only asking one question. We need to look at multiple artifacts when making decisions that are best for students including any social/emotional needs of the student.
    • krcouch
      krcouch on 29 Jan 18
       
      Agreed! a single measure should not dictate what our students know and how they learn. Students learn many different ways...visual, auditory. and test many different ways...
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true! One test, or one event, should not define a student. That goes against us teaching our students to be life long learners and having a growth mindset.
  • including students
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The learning targets and reason for the assessment needs to be first and foremost clear to the students. Teachers need to take the assessment before hand to assure it aligns with the teaching standards that they intended to be taught.
    • dykstras
      dykstras on 25 Jan 18
       
      Our district has made a strong push to write all learning targets in student friendly language, often times utilizing "I can" statements
  • learning targets
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      These have to be clear and concise and match to the common core.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Clear learning targets are not only key when assessing, but they are also important during instruction. With that being said, that does not mean just posting them in your room, but using them throughout instruction.
  • choices in the assessment methods
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using a choice of assessment methods is important to capture for all students their knowledge on a learning target.
  • noise distractions
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I was in a classroom the other day and she had the radio playing in the background and it was a distraction for me. I was trying to work with a special ed student on a science assignment and has a hard time concentrating.
    • srankin11
      srankin11 on 29 Jan 18
       
      If a student focuses better with music, why wouldn't a teacher have that student use ear buds? There are many students that would be distracted by the music/radio and may not say anything to the teacher.
  • Feedback to students can use the language of the rubric
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using the same wording from the rubric is another way to enforce the students' learning and reinforce skills.
    • dykstras
      dykstras on 25 Jan 18
       
      Again, I should continue to read before commenting. I just said the same thing in a previous post :-)
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, using the same language helps to reinforce for students that this is important.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The key here is formative and summative and ongoing assessments. We don't stop with one and move on we want all students to learn the prioritized standard to mastery.
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical! We need to have balance in our instruction and assessment. We don't want to be that teacher that practices "Death by assessment".
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs. This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical and just reaffirms that balance is the key. Teachers need to be adding/weaving the various assessments within their normal routine.
    • staudtt
      staudtt on 29 Jan 18
       
      And the key/struggle at times is finding what type of assessment/s fits the learning target/s to maximize the time a teacher has.
  • he decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is a critical piece! There has to be some guidance from the district level to school level to teacher level, but buy in really has to be at the teacher/student level. Another thought could be that it is driven from the bottom up instead of top down.
  • (selected-response, extended written response, performance assessment, and personal communication)
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      It is important to keep all four of these options within the assessment for students to show their knowledge.
  • Making decisions that affect individuals and groups of students
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I have always disliked the notion of adults thinking a test score will determine a child's future, and then impacting that future by giving that child the message that their test scores are who they are.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      I agree with your dislike of the notion of adults thinking a test score will determine a child's future. I feel that puts too much pressure on student's when they are testing and increases their anxieties. Single test scores cannot accurately measure one's thinking and abilities. I wish that society would change their thinking and listen to educators who are actually in the classrooms.
  • organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      This is difficult but important work. In my experience teachers are not well trained in creating assessments that are aligned in this way. I have attended some trainings in this, and as an instructional coach, I try to support quality assessment creation by teachers. However, in the long run, I think that it is better if schools adopt materials that include assessments that are aligned to common core and are already vetted by organizations such as EdReports to be of high quality. It saves times, and the models from these materials actual teach the teachers along the way of how to create tests aligned to learning targets
  • stable estimates of student achievement
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      A major challenge we are confronting at JHS is that assessments (and by that I really mean evaluations/grades) are 'dead'. They aren't about growth, they are entered as numerical grades into Infinite Campus. This has made 'assessment' a dirty word (like the overflow idea below).
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I know what you mean. This year with some SBAR transition work, the teachers did not have to enter the district end of term assessments for math (and maybe other content areas?), but the teachers were told they could still use the assessments. It was interesting to listen to conversations when teachers could actually assess and then just use the info to inform their instruction rather than just to perform a function in Campus.
    • dassom
      dassom on 28 Jan 18
       
      I love the word stable in this sentence. We have CTT that arent giving enough CFA's to catch kids before it's too late. We have the flipside though the some CTT's are giving almost to much assessment that the kids aren't getting a chance to struggle (which is not the correct tern). I think with practice teachers will get better at it, but it definately needs to be a quality good balance. Too much or too little can be harmful both ways.
  • Clear Purpose
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      Too often the purpose of the assessment is to see if a student knows the content or not at the end of a unit or chapter. This article would be good to share to change that idea.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Exactly. We need to think about the final product or big idea of what we want them to know even before creating a test/assessment.
  • Sound Assessment Design
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a major challenge! Teachers need support in learning about and reflecting on assessment design.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! I believe teachers not only need the support but also the time. To write a sound assessment takes time. For many subjects, there may be quality assessments included with textbooks. For other classes, all assessments must be written by the teacher. This takes time to produce a quality assessment.
  • Student Involvement in the Assessment Process
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a daunting idea when a teacher may teach 6 periods of the same content to 25 students at a time. Teachers need to see this as doable and students need to develop these skills.
  • selected-response formats, extended written response, performance assessment, and personal communication
    • dykstras
      dykstras on 25 Jan 18
       
      Multiple assessment methods is and always has been best practice. Choosing only one style of question type can prohibit many learners from expressing their knowledge of the material. There are too many lerner styles in any given class to apply a one size fits all assessment.
  • teachers must provide the results in a way that helps students
    • dykstras
      dykstras on 25 Jan 18
       
      This is where I think our work with rubrics shows students how to grow.
  • taking advantage of dependable data
    • dykstras
      dykstras on 25 Jan 18
       
      It all boils down to this for me. What data do I have? Why do I have it? What am I going to do with it? How will it impact student achievement?
  • common assessments
    • leighbellville
      leighbellville on 25 Jan 18
       
      Common assessments are a focus now during our Professional Learning Communities (PLC) work. There have been concerns expressed by educators that students are asked to complete too many assessments now. However, I have also observed when additional assessments can allow students more flexibility in terms of movement based on individual growth. If a student is tested only once per year and this one piece of data is used to guide decisions throughout the year that would not be in the best interest of the student either.
    • dassom
      dassom on 28 Jan 18
       
      I know common assessments can be terrifying to teachers because of what it actually showing. The results are a reflection of how well your students did, but it is also a reflection of how well you did teaching the concepts. It's hard to be in "competition" with another teacher. When teams develop that true collaborative mindset they are less likely to see it as a competition but with the wrong dynamic sadly that's exactly what it could seem like. I think the common assessments also hold the teams accountable to each other because it's what they are agreeing to teach their kids.
  • formatively
    • leighbellville
      leighbellville on 25 Jan 18
       
      Formative assessment is such an important piece. Students need feedback throughout the learning process, and providing ungraded feedback is essential. For those interested in learning more about formative assessment, I found the book Embedded Formative Assessment by Dylan Wiliam to be helpful.
  • For example, if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches, whereas performance assessment or personal communication may be less effective and too time-consuming
    • leighbellville
      leighbellville on 26 Jan 18
       
      It is an important point to consider whether we are choosing the right assessment. I have observed previously when personal communication was chosen as the assessment method, which was not the best use of the student or teacher's time. Though opportunities should be provided for personal communication, we need to consider when it will have the most impact.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Performance assessment can be time consuming but can be a big picture look and communication between student to student, student to teacher, student to expert can help grow as well. Earlier the article pointed out the need to have multiple measures. I see the need to really focus on what the goals are and use the table below to help people make decisions based on the current need.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • leighbellville
      leighbellville on 26 Jan 18
       
      Asking students to track their own progress in relation to learning targets and communicate their status to others can be impactful. When students self-assess and dig deeper into the language of the learning targets to set goals, they will have a much clearer understanding of the expectations.
  • Only assessments that satisfy these standards—whether teachers' classroom assessments, department or grade-level common assessments, or benchmark or interim tests—will be capable of informing sound decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Having criteria for assessment and understanding the purpose is so important.
  • Do the results provide clear direction for what to do next?
    • carlarwall
      carlarwall on 26 Jan 18
       
      This statement is so important. When we are analyzing the results of assessment we should not just looking at how many points a student got. Digging deeper into what they were successful at, where they had any misconceptions and then planning from there is so important.
    • krcouch
      krcouch on 29 Jan 18
       
      so important. They need to know where to go next and what they can do to improve.
  • current practice
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I'm going to push back on "current" here. I know that in Davenport teachers are working HARD to look at common formative assessments and daily quick checks to inform instruction so that kids are ready when they reach the common summative assessment. It's a work in progress, and not everything is perfection yet. However, conversations about learning in real time are happening, and it's awesome.
  • Most assumed that a low score or grade was probably justly assigned and that a decision made about a student as a result was as defensible as the evidence on which it was based
    • Heather Whitman
      Heather Whitman on 26 Jan 18
       
      moodle_iowa
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I have heard adults remember the testing as a child and parents say, "My child just isn't a good tester." I don't test very well. I avoided getting a masters from some schools because they required the GRE to get into the program. NO WAY! I often wonder why a GRE score determines who can take the courses and pay anyway? How should our colleges/universities look at the biases of testing and/or knowing some people haven't taken certain courses in 20 years?
  • multiple measures
    • krcouch
      krcouch on 29 Jan 18
       
      I agree. Multiple measures is a better measure of sucess.
    • emmeyer
      emmeyer on 03 Feb 18
       
      Yes, this encourages our growth mindset!!
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the multiple measures really help us see the whole kid. What if I am artistic in nature and don't show what I know on the basic tests? What if I am ultra creative in writing? What if my strength is technology, and I disengage because all I want to do is create. Multiple measures is imperative, and we need to look at different ways as well.
  • t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
  • wealth of data
    • bbraack
      bbraack on 27 Jan 18
       
      There definitely is a wealth of data with all of the testing students have to go through. Sometimes it seems that nothing is really done with it or that there is so much that it is hard to understand or interpret the data.
    • emmeyer
      emmeyer on 03 Feb 18
       
      On the other hand, right now, our district only has the FAST test for reading and there are no other consistent assessments across the district.
  • NCLB has exposed students to an unprecedented overflow of testing.
    • bbraack
      bbraack on 27 Jan 18
       
      It seems that students have to take so many tests, such as, Iowa Assessments, MAP, or whatever and it doesn't really seem much is done with the data. I know if I was a student I would be frustrated with all of the tests they have to take.
  • quality and balance
    • bbraack
      bbraack on 27 Jan 18
       
      I think the key here is quality and balance, but because of all of the Standards that have to be taught in a year, sometimes the quality isn't what you would like and there really isn't a balance with all of the types of assessments students have to take.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 30 Jan 18
       
      This is critical. We, and I really mean the state/districts go overboard at times and do too many assessments. Students and teachers need a balance - otherwise it is just another case of teaching to the "test'>
  • such as "Focuses on one specific aspect of the subject" or "Makes an assertion that can be argued."
    • blockerl
      blockerl on 28 Jan 18
       
      I would be fine with this as long as the student also explains how their assignment "Focuses on one specific aspect of the subject." If we just as them to apply a piece of the rubric to their assignment, they are going to often just pick something that sounds pretty good and copy/paste it into the reflection.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • blockerl
      blockerl on 28 Jan 18
       
      This is a good point. Performance assessment and personal communication are great ways to measure a student's learning and/or knowledge. I think sometimes we forget about this because we are so used to preparing students for a selected-response test.
    • dassom
      dassom on 28 Jan 18
       
      I know giving multiple assessments over the same learning target can seem time consuming for teachers, and makes it less likely to happen. If teachers had training or ideas of how to assess in a fast or effective way they might be able to take advantage of this concepts, which most know is a valuable but hard to do with time constraints.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Great idea. I like the idea of practical use. It goes back to the saying "when am I ever going to use this" statement. Its good to have students know or understand how, when or why they need to know.
  • clear statements of the intended learning
    • dassom
      dassom on 28 Jan 18
       
      I think of the clear learning targets as the lessons that the teachers are promising to teach. In my district we have pacing guides as well as end of the quarter assessments that are the same district wide. All the teachers are expected to teach these concepts. The style may be different but the outcome or learning targets still need align. It holds teachers accountable but also is promising the students fair curriculum district wide.
  • assessment literate
    • dassom
      dassom on 28 Jan 18
       
      I've never see this term before but I think it truly applies to the process of our CTT process in our district. We have the question to ask what do we do if the don't know it, and then the follow up question what do we do if they still don't know it. It's important for teams to understand what information will be obtained from the results and what the plan is for kids that are proficient or successful at the assessment the first or even second time around.
  • formative applications involve what students have mastered and what they still need to learn
    • staudtt
      staudtt on 29 Jan 18
       
      This is something I still struggle with doing well. Sometimes it is a time thing, but helping guide students before the summative is important and I'm trying to better at.
  • effective feedback
    • srankin11
      srankin11 on 29 Jan 18
       
      Effective feedback is so important to student learning success. It's not the final grade that is important but the learning that has taken place.
  • teachers can choose among the four assessment methods
    • srankin11
      srankin11 on 29 Jan 18
       
      Assessing in a variety of ways helps to see what the student has learned. Giving short-answer formats may be quick to give results plus give practice to taking standardized tests. Having some assessments that require higher-order thinking may give other results that could be beneficial.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures
    • jwalt15
      jwalt15 on 30 Jan 18
       
      This is a powerful statement because I feel that assessment literacy and design is not an area of focus in teacher preparation programs. At least it wasn't a focus when I was an undergrad, but hopefully that is changing.
  • vague directions,
    • tifinifog
      tifinifog on 30 Jan 18
       
      Too often seen teachers have different ways of giving standardized tests. Some kids are allowed to read after test, others have to go over test until others done and others get to play on devices until finished. Kids want to hurry up to be done just to have fun. Consistency is crucial.
  • self-assess and set goals.
    • tifinifog
      tifinifog on 30 Jan 18
       
      This is a great example of how a teacher could let the student see the rubric prior to the project/test so they can set a goal or try to improve from a prior test.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the key here is to use the Understanding by Design format. This helps people to focus on what truly needs learned. It is easy to lose track of the goals and the results are distorted or biased.
  • cultural insensitivity
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think this is often overlooked. It is not intended and most are unaware. As our schools become more diversified, I think this is a huge part we need to address. We have to learn more about our students' lives and cultures. Then evaluate language or cultural expectations. Some cultures don't want students to look at people in their eye when talking. How does this work when they present? Are we thinking through what their thoughts are when presenting?
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
      Evan Abbey on 05 Sep 10
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
      ksteingr on 15 Sep 10
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
      Julie Townsend on 18 Jan 11
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Checking to see if this note goes through.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
    • linda vann
      linda vann on 22 Jan 11
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
      jalfaro on 13 Sep 10
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
      ksteingr on 15 Sep 10
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
      linda vann on 22 Jan 11
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
      denise carlson on 12 Sep 10
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
      jalfaro on 13 Sep 10
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
      denise carlson on 15 Sep 10
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
      anonymous on 17 Jan 11
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
      charles krueger on 20 Jan 11
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      This sounds like "super teacher!"
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
      Steve Van Gundy on 19 Jan 11
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
      Steve Van Gundy on 20 Jan 11
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
      ksteingr on 15 Sep 10
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
      ksteingr on 15 Sep 10
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leslie Roberts
      Leslie Roberts on 15 Sep 10
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
      Tera Schechinger on 19 Jan 11
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important in an online environment!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Pam Buysman
      Pam Buysman on 17 Sep 10
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      How will this be measured?
    • Evan Abbey
      Evan Abbey on 21 Sep 10
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
      Eldon Bird on 20 Jan 11
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
      anonymous on 21 Jan 11
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
      charles krueger on 20 Jan 11
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • Matt Townsley
      Matt Townsley on 16 Jan 11
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
      anonymous on 17 Jan 11
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
      anonymous on 17 Jan 11
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  •  Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
      Steve Van Gundy on 21 Jan 11
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • Eldon Bird on 20 Jan 11
     
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  • bdowney on 01 Nov 17
     
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
kylelehman

ol101-s2019: Iowa Online Teaching Standards - 21 views

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

shared by kylelehman on 15 Jan 19 - No Cached
  • Understands and uses data from assessments to guide instruction
    • anonymous
      anonymous on 15 Jan 19
       
      When we use this data to guide instruction, that means we should also use this data to change our coursework from section to section. It can be easy to forget to modify courses from one teaching to the next.
    • salterberg
      salterberg on 16 Jan 19
       
      I agree, Amanda. And I also wanted to test out the comment feature of Diigo. I've never used this before.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • anonymous
      anonymous on 15 Jan 19
       
      Copyright is always a tricky one - good thing it is covered well in the OLLIE series! :)
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is especially true in the world of social media and people not crediting others with posts/images and stealing them as their own
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • anonymous
      anonymous on 15 Jan 19
       
      Being "present" online - as an instructor post comments, provide feedback, and be engaged with the students. Weekly announcements can also help students see the "human" side of the instructor.
    • vberge
      vberge on 19 Jan 19
       
      I have learned this through simple email conversations. I often have someone read/reread emails to make sure that I am interpreting it correctly or that what I am saying will be received the way it is intended. If students, in person or online, don't feel that they can approach the teacher, they often end up feeling frustrated and overwhelmed. if feedback isn't timely, the student can give up or do things incorrectly.
  • ...59 more annotations...
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • salterberg
      salterberg on 16 Jan 19
       
      In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority
    • vberge
      vberge on 19 Jan 19
       
      Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.
    • runindevil
      runindevil on 22 Jan 19
       
      I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?
    • cararinehart
      cararinehart on 22 Jan 19
       
      Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.
  • Demonstrates competence in content knowledge (including technological knowledge)
    • salterberg
      salterberg on 16 Jan 19
       
      It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.
    • jdowler
      jdowler on 19 Jan 19
       
      With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews
    • salterberg
      salterberg on 16 Jan 19
       
      I want my courses to be vibrant vehicles for learning, and the design is integral to that.
    • kmolitor
      kmolitor on 18 Jan 19
       
      After reading the article on access and equity I think this is very important as we design our courses to make sure we keep all students in mind.
  • (SREB C.3, Varvel VII.A)
    • salterberg
      salterberg on 16 Jan 19
       
      I so agree with Amanda on this one, and I can't highlight the same one she does. (I wanted to test diigo to see if it would let me, and nope!) The teacher's commitment to the students and to creating a positive environment makes learning fun and engages students.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • jennham
      jennham on 16 Jan 19
       
      This jumped out at me immediately as this is our next step in our PLC group for any of our 'power standards'. Next year we will be focusing heavily on using a Data Wall, as well as using common assessment data to drive instruction. We have spent the last two years deciding on our Power Standards and finding common assessments to utilize.
    • kmolitor
      kmolitor on 18 Jan 19
       
      It is so important to use data to make sure we are reaching our learners. This make me think of the Iowa Professional Development Model and how we use that to see what we need to work on and find ways to improve our instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Our district also focuses heavily on common assessments among core subjects and benchmark assessments at the end of each unit.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      I think it is really important for every teacher to use data to make sure we are teaching all of the things we are supposed to be teaching. We are moving towards SBG in near future and I think this will be very important as we make that transition.
  • 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
    • jennham
      jennham on 16 Jan 19
       
      I find this to be vital as not every learner is going to be successful in the same ways as other online learners. It cannot be a 'one size fits all' model.
    • vberge
      vberge on 19 Jan 19
       
      This one is obviously very important and key to teaching in any format. I am curious what this looks like though. How does the teacher meet these needs. I can see where there needs to be certain accessibility things available on the student's computer. Is it the teacher's responsibility to point these out for the student, or is there a way to imbed these things in the course?
    • runindevil
      runindevil on 22 Jan 19
       
      When the standard states: "different interests and backgrounds, and and students with special needs." Students that may be ELL or special needs, how does online learning adapt to those learners? I think if tough enough when you have them face to face in class, now that you don't see them, it sounds more complex!!
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • jennham
      jennham on 17 Jan 19
       
      I find this to be extremely important as in the past, any online assessments that I have seen have been multiple choice. It is very important to assess students using several different mediums that require higher order thinking skills along with memorization.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is vital to present students multiple ways to show their learning. Can't expect all to perform in one way
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Providing multiple assessment types is imperative to meet the needs of all learners. Providing them a chance to show what they know if different ways helps us understand our students on a deeper level as well.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • jennham
      jennham on 17 Jan 19
       
      This one I find to be very important as I had this exact issue within the past week. I feel that it is important to handle these situations immediately while also allowing students to earn back privileges so that they may continue to learn and grow from their mistakes, as well as what they are meant to be learning online. Sometimes a bad choice can turn into a lasting memory for the better.
    • jdowler
      jdowler on 19 Jan 19
       
      I think this standard is so crucial at all a academic levels and thankfully there are excellent tools out there to ensure students are acting responsibly such as Go Guardian.
  • Provides substantive, timely, and constructive feedback to students
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback is essential for students to improve. I need to do a better job of being more specific with my feedback instead of "Super Job!", or "See me!" and focus more on what specifically a student did or didn't do well on.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      I agree on feedback. It's not easy to give specific and detailed feedback to students and still get them their work back in a timely manner.....one of my biggest struggles as a teacher
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Without feedback students will struggle to improve upon their understanding. Timely and constructive are important to the learning process so students know how to correct any misconceptions they may have, but done in a kind and effective way.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      As educators we understand the importance of feedback - and more specifically TIMELY feedback. This is a challenge, though, in a typical teacher's day. I wonder if it will be easier - or harder - with an online course??
    • runindevil
      runindevil on 22 Jan 19
       
      I agree with Barb, this could be very difficult! I deal daily with around 140 students, and to provide "timely feedback," would be most challenging
  • Has experienced online learning from the perspective of a student
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      This reminds me of a math class I took about when writing assessments make sure to think about how your students would answer a question. This allowed me to get rid of some questions and change some as well. It made me reflect on student understanding and my teaching practices.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      It is so important for teachers to be life long learners. I enjoy researching strategies to use in the classroom and implementing them as soon as I can. Obviously some work well and some don't. The challenge of it excites me.
  • Utilizes a course evaluation and student feedback data to improve the course
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback from students is critical for improving as a teacher. Even though it might not be what you want to hear, it will provide you with important ideas to improve for the future. I give evaluations periodically and they do help me improve my instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Student feedback is so powerful. I use google forms to get feedback from my students quarterly. Also, I created a daily check in using google forms so students can ask for help or share problems they are having privately. It's been very successful.
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
    • jdowler
      jdowler on 19 Jan 19
       
      I love using screen castify for this. Course overviews should be as visual as possible.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is always critical, no matter the delivery of the content.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I would love to find the perfect tool for increase social interaction. I feel I have a good mix, but would like to increase my students' ability to do more literature, both reading and writing, interactions.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is and will always be a learning curve as new programs, platforms, apps, etc. are always being developed.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This should be the goal of every educator! I would argue that the issue is time....which is something that educators (probably everyone) always struggle to find and/or complain that they don't have enough of it!
  • Networks with others involved in online education for the purpose of professional growth
    • kmolitor
      kmolitor on 18 Jan 19
       
      I like the idea of networking with others in your particular area of education. Having a group of people who teach the same content can be helpful when you need help or suggestions as well as you being able to offer help or suggestions. I know I really appreciate the library network I am a part of.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Going from a large school with 8 teachers in my subject area to a smaller only 3 this is one of the things I miss the most is the networking. We don't take the time to do this if we don't have access to it immediately like we should
    • runindevil
      runindevil on 22 Jan 19
       
      This can "sky the limit." Students can interact with different cultures, different environments, and formulate different ideas throughtout the world.
    • meinca92
      meinca92 on 23 Jan 19
       
      Making connections with other online instructors will require conscious effort and commitment. Teachers in general can be very isolated in their own classrooms, and I imagine this is even more of an issue for online instructors, particularly those who work in isolation.
  • Aligns assessment with course objectives
    • kmolitor
      kmolitor on 18 Jan 19
       
      This seems like it should not have to be spelled out, but it is critical that our assessments align with our objectives. If there is no connection between the two the assessment is not valuable at all.
    • cararinehart
      cararinehart on 22 Jan 19
       
      Sometimes this seems easier than it is - I've taught lessons that didn't line up directly with the assessment! Then I look back and realized that I didn't explicitly explain what I was thinking that the students should know/need to know.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important to assess over things that are important to the class. You really shouldn't assess things that are not important to class content. If its not hitting a standard or has some direct connection to the class you shouldn't be assessing it.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I think I need to share this with my admin to make sure we are following these guidelines! :/ This would be great for our teachers to follow and make sure we are creating an online course that meets the states expectations.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is important for all learning face to face and blended learning. I would think we would need to be very cognitive on how we set this up as teachers to make sure we are providing descriptive feedback for our students' learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is true for any course as well. Taking this course there are so many ways to engage students with online learning that all teachers need to be aware of to create an engaging online learning atmosphere.
  • emonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I see the need in a continuous professional learning with creating online learning. Teachers need to be educated on the varied of technology they can implement in their online courses and also keep updated on new technology that is out there to use as well.
  • Understands the differences between teaching online and teaching face-to-face
    • vberge
      vberge on 19 Jan 19
       
      This stands out to me. If you are a good/great face to face teacher, that does not mean that you will be effective at teaching online. The content may be the same, but the delivery, expectations, interactions, etc. are different.
  • • 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
    • jdowler
      jdowler on 19 Jan 19
       
      I think that there is a perception out there that having taught in the classroom makes one automatically qualified to teach online and this is not the case. Online teaching really is different and should have it's own set of teaching standards.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • jdowler
      jdowler on 19 Jan 19
       
      Just the nature of technology lends itself to multiple opportunities for collaboration such as we are engaging in right now.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      To learn students need to interact not only with the content, but with the teacher and other students. As an online teacher we need to create many opportunities for all three.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • jdowler
      jdowler on 19 Jan 19
       
      Students will have issues with this as they begin using technology more often. At the middle school we use Go Guardian to monitor and control what students are doing in school and at home.
  • Assists students with technology used in the course (Varvel III.C)
    • jdowler
      jdowler on 19 Jan 19
       
      This is so much easier now with great tools such as screen castify and Zoom.
    • cararinehart
      cararinehart on 22 Jan 19
       
      I'm taking the OLLIE course to increase my comfort level with tools such as Diigo and screen castify. Super uncomfortable, feel like I'm in Kindergarten again - haha
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
  • Selects and uses technologies appropriate to the content that enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Sometimes teachers get caught up in the use of technology and it turns projects/ideas into busy work and more the struggle of the technology and not supplementing the learning as intended (GUILTY OF THIS MYSELF)
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Using technology appropriately is so important. Using it just to use it does not enhance anybody's learning nor does it make for effective instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Vitally important and sometimes overlooked in some settings. Used to work in a school where they only had one certified teacher (a special education teacher) and two other aids in charge of over 50 students in close to a 100 different courses. How can we expect a teacher to be the expert in all these areas?
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Is what we are asking students to do vital to learning the material or just simply filler that can cause students to lose interest or ambition
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • annott
      annott on 21 Jan 19
       
      I need to do a better job of going over student rights to privacy, will have to make a note of this when planning online learning.
    • meinca92
      meinca92 on 23 Jan 19
       
      I think ethical use of intellectual property should be a major concern of all teachers, but in an online environment, it needs to be even more explicitly addressed.
  • 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
    • annott
      annott on 21 Jan 19
       
      This makes me wonder how we can assess this part. Knowing where each student is developmentally can be difficult without data.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • cbangert
      cbangert on 21 Jan 19
       
      Just like in the classroom, it's important for online teachers to create a safe online learning environment, by getting to know students, communicating clear expectations, and addressing individual needs.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important for students to feel safe when working or responding to other students questions online. Also lets students know that it is ok to have different opinions from classmates and that is ok.
  • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6,
    • cbangert
      cbangert on 21 Jan 19
       
      Critical to establish this early, and set clear expectations for appropriate behavior for online discussions/interactions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      This stands out because without a check for understanding and feedback from students, it is hard to improve our instruction.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Giving students the opportunity to self-reflect provides greater feedback and perspective on their learning for the instructor. Reflection and self-assessment also provides another layer of accountability and ownership for the learner. Pre-assessment will help guide instruction to best meet the needs of the students.
    • meinca92
      meinca92 on 23 Jan 19
       
      Based on the article about online student learning styles, this aspect is essential for helping students be successful in an online course. Since the primary means of communication with all students is what is posted, those materials have to be very clear about assessment expectations.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • barbkfoster
      barbkfoster on 23 Jan 19
       
      Communicating learning outcomes ties in directly with our district's SBL initiative
    • tommuller4
      tommuller4 on 24 Jan 19
       
      I think students should be made aware of what the learning goals are for the day/week/unit. Lets them really focus in on what we as the teacher feel is important for them to know.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I feel this would be hard for me to have a total year or half a year planned to push out to a online class. This is a great idea would just be a challenge for me.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      Online courses are no different that face-to-face courses - teachers need to engage students for learning to take place. The days of sit-and-get are gone.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • using appropriate visual web design techniques
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • meinca92
      meinca92 on 23 Jan 19
       
      This seems to be especially important to be able to provide content in a variety of modalities, but it also suggests that the instructor will need to develop effective skills in this area. That part seems a little daunting, especially in a world where apps come and go or change from free to fee-based.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • robertsreads
      robertsreads on 24 Jan 19
       
      It is of the utmost importance that an online educator communicates the standards and expectations to their students up front in a clear and concise manner. ~K. Roberts (sorry- I had this set to private)
  • Tailors instruction to meet the different needs of students
    • robertsreads
      robertsreads on 24 Jan 19
       
      Just as in a Face-to-face classroom, online educators need to be aware of students' needs and backgrounds. They must create an environment where students are willing to share those needs. ~K. Roberts (sorry- I had this set to private)
  • available, approachable, positive, interactive, and sincere
    • robertsreads
      robertsreads on 24 Jan 19
       
      I think this might be the most important part of being a successful online teacher. Students must feel comfortable coming to/contacting their instructor, and instructors must make sure to come across as approachable and available. ~K. Roberts (Sorry- I had this set to private)
  • Has experienced online learning from the perspective of a student
    • robertsreads
      robertsreads on 24 Jan 19
       
      I think it is difficult for an online teacher to understand the ups and downs of online learning, as well as the student perspective, if they have never taken an online class themselves. ~K. Roberts (sorry- I had this set to private)
  • • 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)
    • lissward
      lissward on 24 Jan 19
       
      This, to me, is critical in any sort of online course. The opportunities for rich collaboration and conversation between student and teacher, and students and their peers is incredible and so much of the power of the course would be lost without this!
  • • 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)
    • lissward
      lissward on 24 Jan 19
       
      As an educator who works with English Learners, this stuck out to me as essential. Special considerations will need to be taken when working with language learners or students with special needs in online courses. Things such as reading level, ability to communication in writing, and background knowledge will need to be carefully considered by the instructor when designing instruction.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • lissward
      lissward on 24 Jan 19
       
      I think this is one of the most important components of standard number one. It is absolutely critical that all instructional decisions are supported by data and that teachers are collecting the CORRECT data to help inform these decisions. I know this has been a big mind shift in my district.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • lissward
      lissward on 24 Jan 19
       
      This is one thing I really appreciate about this course-the opportunity to experience online learning as a student. It only makes sense, we all have had the experience of being in a face-to-face classroom before we set foot in the classroom as a traditional teacher. Why wouldn't we require the same for online instructors? I like that this gives me perspective and empathy for future online students.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • rhoadsb_
      rhoadsb_ on 06 Feb 19
       
      This will be important for developing a quality course
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • rhoadsb_
      rhoadsb_ on 06 Feb 19
       
      It is important that your course is aligned with the standards.
  • Communicates with students effectively and consistently
    • kylelehman
      kylelehman on 11 Feb 19
       
      Always important in a teaching situation but maybe even more important in an online class. The students need to know where you stand and what needs to be done as well as who to go to for questions. The communication is key for all those moving parts to work together.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • kylelehman
      kylelehman on 11 Feb 19
       
      Obviously, if you expect your students to be active and present, you should be too. This is not only good for building camaraderie but also building support and allowing them to know who to go to if they have questions. Building relationships isn't just for face-to-face rooms.
  • • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • kylelehman
      kylelehman on 11 Feb 19
       
      I think this is a really big idea when you are thinking of teaching courses for high schoolers that may lack that motivation. Changing up different methods and things like that help to keep them motivated to continue in the course.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • kylelehman
      kylelehman on 11 Feb 19
       
      I like this one a lot. I think that a lot of teachers do these things in the classroom (building skills, scaffolding, etc) but then sometimes lose that ability a little bit in the online platform.
hansenn

ollie-afe-2018: Building a Better Mousetrap - 3 views

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

shared by hansenn on 30 Jan 18 - No Cached
  • we ought to illicit student input when constructing rubrics
    • leighbellville
      leighbellville on 30 Jan 18
       
      Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input.
    • bbraack
      bbraack on 30 Jan 18
       
      Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed.
    • dykstras
      dykstras on 01 Feb 18
       
      This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Building autonomy in our students and promoting learner agency! What a novel idea.
    • brarykat
      brarykat on 04 Feb 18
       
      Great idea but realistically when would any teacher have time to gather input?  Could it be through exit tickets?  I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input.   
    • staudtt
      staudtt on 04 Feb 18
       
      I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
  • dehumanize the act of writing
  • 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 aspect when you assess her paper.
    • leighbellville
      leighbellville on 30 Jan 18
       
      The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
  • ...67 more annotations...
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • bbraack
      bbraack on 30 Jan 18
       
      Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      True. If students could accurately self-assess, their end-products ultimately become stronger.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This is when the true spirit of education come through when there is self reflection and self assessment occurs.
    • carlarwall
      carlarwall on 03 Feb 18
       
      The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
    • dassom
      dassom on 04 Feb 18
       
      I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level.
    • blockerl
      blockerl on 06 Feb 18
       
      I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
  • produced less interesting essays when they followed the rules [as outlined in a rubric]
    • bbraack
      bbraack on 30 Jan 18
       
      I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
    • krcouch
      krcouch on 02 Feb 18
       
      I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items.
    • staudtt
      staudtt on 04 Feb 18
       
      My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
    • leighbellville
      leighbellville on 30 Jan 18
       
      Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I really like that this emphasizes that the rubric be free from educational jargon.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Student friendly language is key if we want the student self reflection to happen.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
  • an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • bbraack
      bbraack on 30 Jan 18
       
      I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
  • Can different scorers consistently apply the rubric?
    • brarykat
      brarykat on 04 Feb 18
       
      I hadn't considered this being an issue until our small group assignment this week.  I've only used rubrics in isolation.  Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
    • leighbellville
      leighbellville on 08 Feb 18
       
      Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
  • stultifying and others see as empowering.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
    • emmeyer
      emmeyer on 03 Feb 18
       
      Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time.
    • blockerl
      blockerl on 06 Feb 18
       
      I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
  • post-secondary educators in all disciplines
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
    • nickol11
      nickol11 on 31 Jan 18
       
      I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that.
    • dykstras
      dykstras on 01 Feb 18
       
      Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
  • current goals of solving real problems and using statistical reasoning.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
  • The issue of weighting may be another area in which you can enlist the help of students
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
  • “Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
    • brarykat
      brarykat on 04 Feb 18
       
      I see how beneficial rubrics can be in "meaningful" assessment.  It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.  
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
  • (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
  • one rubric can be used to assess all of the different papers assigned in a freshman composition course.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
    • krcouch
      krcouch on 02 Feb 18
       
      I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, it is nice to have the common rubric that makes all expectations the same.
  • Does the rubric relate to the outcome(s) being measured?
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  • non-judgmental:
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  • system designed to measure the key qualities
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
    • srankin11
      srankin11 on 05 Feb 18
       
      Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
  • actually learned rather than what they have been taught
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
    • dassom
      dassom on 04 Feb 18
       
      Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
  • help instructors in all disciplines
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      A beauty about Rubrics is they can be utilized in all content areas for all educators.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
  • traditional gap between what the teacher knows and what the student knows
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
  • Well-designed rubrics
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
  • But she did it without saying anything coherent
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I would say this student was not given a well written rubric.
    • staudtt
      staudtt on 04 Feb 18
       
      Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
  • mitagate both teacher bias and the perception of teacher bias
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
    • dassom
      dassom on 04 Feb 18
       
      I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
    • brarykat
      brarykat on 04 Feb 18
       
      In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
    • blockerl
      blockerl on 06 Feb 18
       
      The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
  • achiev[ing a] new vision of statistics education.
    • nickol11
      nickol11 on 31 Jan 18
       
      This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
  • a clear understanding of how rubrics operate
    • nickol11
      nickol11 on 31 Jan 18
       
      I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
  • wrote poorly when writing, as we might say, to the rubric
    • nickol11
      nickol11 on 31 Jan 18
       
      Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
  • Do the students find the rubric helpful?
    • nickol11
      nickol11 on 31 Jan 18
       
      I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
  • shared with students prior to the completion of any given assignment
    • hansenn
      hansenn on 01 Feb 18
       
      I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF:
    • dykstras
      dykstras on 01 Feb 18
       
      I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
    • krcouch
      krcouch on 02 Feb 18
       
      I agree completely. I think the kids should know ahead of time what the expectation is.
  • reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • hansenn
      hansenn on 08 Feb 18
       
      As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
  • students to simply make sure their essays have those features
    • hansenn
      hansenn on 08 Feb 18
       
      Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
    • hansenn
      hansenn on 08 Feb 18
       
      Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
  • given their association with standardized assessment
    • dykstras
      dykstras on 01 Feb 18
       
      Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
  • formulaic writing
    • dykstras
      dykstras on 01 Feb 18
       
      Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
  • “checksheets.”
    • dykstras
      dykstras on 01 Feb 18
       
      There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • dykstras
      dykstras on 01 Feb 18
       
      This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
  • Focus, Support, Organization, Conventions.
    • dykstras
      dykstras on 01 Feb 18
       
      Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
  • Weighting
    • dykstras
      dykstras on 01 Feb 18
       
      I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
  • Modify accordingly
    • dykstras
      dykstras on 01 Feb 18
       
      As should be the case with anything we do as professional educators.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
  • 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”
    • krcouch
      krcouch on 02 Feb 18
       
      I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
  • ‘some rubrics are dumb.’” He recounts,
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I would say to that, it was a poorly written rubric is it is "dumb".
  • Usually a numerical value is assigned to each point on a scale
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
  • vital to the process and/or product of a given assignment,
    • carlarwall
      carlarwall on 03 Feb 18
       
      When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
    • staudtt
      staudtt on 04 Feb 18
       
      I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
  • rubrics to both assess and encourage student learning.
    • carlarwall
      carlarwall on 03 Feb 18
       
      This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
    • dassom
      dassom on 04 Feb 18
       
      I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
  • 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.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
  • rubrics should be used in conjunction with other strategies
    • carlarwall
      carlarwall on 03 Feb 18
       
      So important to remember that rubrics are not the only way to provide feedback to students.
    • srankin11
      srankin11 on 05 Feb 18
       
      True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
  • some educators see
    • dassom
      dassom on 04 Feb 18
       
      I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
  • become wooden
    • dassom
      dassom on 04 Feb 18
       
      This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
  • With your colleagues
    • dassom
      dassom on 04 Feb 18
       
      This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
  • different levels of that “deep learning”
    • brarykat
      brarykat on 04 Feb 18
       
      The examples of why rubrics haven't been appreciated mainly boil down to poor design.  I like this statement because it shows the flexibility of rubrics.  The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
  • different
  • 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).
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
    • srankin11
      srankin11 on 05 Feb 18
       
      In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
    • tifinif
      tifinif on 06 Feb 18
       
      I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
  • 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.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
  • problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • staudtt
      staudtt on 04 Feb 18
       
      This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
    • srankin11
      srankin11 on 05 Feb 18
       
      I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
  • weight dimensions differently
    • staudtt
      staudtt on 04 Feb 18
       
      I need to figure out a way to do this within our standards based grading system.
  • increases the likelihood of a quality product
    • srankin11
      srankin11 on 05 Feb 18
       
      It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
  • description of the work rather than judgments about the work.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
  • we need a rubric to judge our performance—
  • 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.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
  • “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”
    • tifinif
      tifinif on 06 Feb 18
       
      I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
    • tifinif
      tifinif on 06 Feb 18
       
      Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
  • teacher
  • 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
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internaliz
    • tifinif
      tifinif on 06 Feb 18
       
      I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
  • Can students and parents understand the rubric?
    • jwalt15
      jwalt15 on 06 Feb 18
       
      It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
  • to assess our rubric
    • blockerl
      blockerl on 06 Feb 18
       
      I agree. When we make these rubrics, we do need to discover its effectiveness.
  • “red” or “reddish,
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
christopherrush

Adaptive Learning System Articles - 0 views

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

shared by christopherrush on 17 Feb 18 - No Cached
  • l. 7% of high school students drop out
    • christopherrush
      christopherrush on 17 Feb 18
       
      I'm a bit confused by this: the anonymous Edudemic author is trying to get us to think a lot of students are dropping out of school, but the link provided intimates we are at an near-golden age of student retention until graduation. Similarly, the next sentence appears to be criticizing the fact non-traditional students drop out and pursue online learning ... but isn't that a good thing? Isn't the point of Adaptive Learning to help us realize "traditional" learning has its limitations and we should utilize new methods and technologies to break away from tradition simply for tradition's sake and allow students to learn the best way for themselves?
  • teachers can keep up with each student’s progress
    • christopherrush
      christopherrush on 17 Feb 18
       
      "Progress" through what, though? What skills and learning are being measured? I realize my ignorance is showing, but that's why I'm asking - I would genuinely like to know what learning is going on here. What fields of academic endeavor are suitable for such individualized, data-driven situations?
    • anonymous
      anonymous on 19 Feb 18
       
      This is a great question to ask, especially if you are not familiar with ALS. My school uses a program called Lexia which is reading based. So some of the skills students work on fall under the areas of phonics, vocabulary and comprehension. The reports that we can look at will show us how students are progressing (or digressing) in each of those areas. It's actually pretty handy!
    • christopherrush
      christopherrush on 19 Feb 18
       
      That does sound good for the grammar school level, especially.
  • What would it enable you to spend less of your class time doing, and what else would it enable you to spend more of your class time doing? How might it impact your students’ preparedness and change the kinds of conversations you could have with them? The answers to these questions are certainly different for every discipline and possibly even for every class. The point is that these technologies can open up a world of new possibilities.
    • christopherrush
      christopherrush on 17 Feb 18
       
      Well, then, what are the answers? Is the goal of learning "getting through as much content as possible"? Surely not. What should we be doing in the classroom instead? Will students respond positively not only having to keep up with the regular homework but also continually quiz themselves through adaptive computer programs if that is necessary? or would the adaptive tutoring programs "be" the "homework"? When do students have time for all this? (I'm sincerely asking, not criticizing.)
  • ...5 more annotations...
  • math and science courses
    • christopherrush
      christopherrush on 17 Feb 18
       
      I can easily see why these subjects would benefit from such adaptive learning/tutoring programs, as these fact-driven courses are pretty objective in the goals and assessment of "getting it." Can we foresee a growth in this potential for, say, foreign language acquisition? Will we get to the point with interactive technology students can "converse" with adaptive learning AI?
  • it is a lot harder
    • christopherrush
      christopherrush on 17 Feb 18
       
      I've had many interesting conversations this year with a wonderful Turkish student about why I circled some things on her paper even though the computer told her to make those changes. Perhaps part of my reticence over adaptive technologies comes from growing up during the age of "Wikipedia can't be trusted" and "grammar checks don't help." A lot of older teachers seem to still be in the '90s, technology-wise (just an observation, not a criticism).
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • anonymous
      anonymous on 19 Feb 18
       
      My school uses a program called Lexia with all students and when I relate this sentence to that program I complete agree. Lexia is nice because it automatically spits out reports to teachers on what the students are doing well on and what they are struggling with. We can also go in and see exactly what "level" each child is on and what types of lessons/activities that are working on within that level.
  • A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.
    • anonymous
      anonymous on 19 Feb 18
       
      I think this is great for some kids but not for all. I know for sure that I have a few students that would not succeed if they are given an "open timeline" to finish an activity. I agree - that for a lot of students it is very appealing to work on things on their own time. That is what is most appealing to me as I continue with my Master's +15 via all online courses. But when I think to my elementary students, I don't necessarily think that this is the best for them. They don't yet have those self-driving responsibilities to fully take charge of their learning.
    • christopherrush
      christopherrush on 19 Feb 18
       
      That strikes me as a very valid concern. We are dealing with young kids whom we know are not developmentally able to make these sorts of decisions, with almost no world experience. What abilities do they have to do this self-directed learning well? (Not to sound pessimistic, but my wife teaches 3rd grade, and if she were to give this option to her grade schoolers, chaos would reign.)
  • adaptive does promise to significantly innovate teaching and learning in remarkable ways
    • anonymous
      anonymous on 19 Feb 18
       
      I am unsure how expensive some of these adaptive programs are, especially when purchasing them for an entire district as large as I teach in. However, I think the payoff in the end is priceless. The students enjoy any chance they can get when it comes to using technology, whether it's for a learning purpose or not. I know the purchase of Lexia for my district can't be cheap, but I definitely support it and think it is worth it based off the growth I've seen in my own students.
emmeyer

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

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

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

ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

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

shared by leipoldc on 12 Apr 20 - No Cached
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes
    • tkofoot
      tkofoot on 12 Apr 20
       
      Everything we do is to improve student achievement. This helps us going future instruction.
    • maryhumke
      maryhumke on 12 Apr 20
       
      WE hear data driven decisions so often but this is a such a clear definition of why we base instructional decisions on data.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedbac
    • tkofoot
      tkofoot on 12 Apr 20
       
      It is important to do this as students are doing work, having group discussion, and possibly by another adult that can step in the room. One person may observe learning or needs that another cannot.
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • tkofoot
      tkofoot on 12 Apr 20
       
      This collaboration is important. Students need to feel like they have respect and "own" their learning. I teach Special Ed, so I always give students a way to own their instruction and opportunities to improve.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I agree. Not all kids are risk takers so when they feel supported they are more likely open up with the others in the learning process
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is the direction I really want to go in my classrooms. It is transitioning my students from passive to more active learners. The part that I have work on is building the class norms and modeling them properly in my class.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      A classroom culture where there is collaboration between teacher and students in the learning process would be so exciting. I think it would hold students more accountable when they are part of their own process.
  • ...29 more annotations...
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students
    • tkofoot
      tkofoot on 12 Apr 20
       
      This is an important statement. Students need to know the instructional goal. I do think this is missed. It is a good reminder for me moving forward. I feel like I do this, but what does that look like?
    • nkrager
      nkrager on 13 Apr 20
       
      Agreed! However, I struggle to find that most students don't "care" about this goal unless you make it relevant to them right now. (And even with this some don't care.) I would love for students to buy in to what we are all doing in our classrooms and understand the bigger pictures, then they would understand the learning progressions.
    • ravelinga
      ravelinga on 14 Apr 20
       
      The communication of the end goal is something that I need to do a better job with. I think I will have better outcomes from my formative assessment when my students see there purpose rather than just me.
    • jhatcher
      jhatcher on 17 Apr 20
       
      My new curriculum is all about the I Can statements and reviewing it at the end, so this is very helpful. I agree with the comment above- Now to motivate the students to care!
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I have enjoyed our course work on this. It has made me really think the steps between objection and assessment.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with you. The Progression diagram that I have made 2 different times has really helped me understand how to break the learning down. Trying to make sure students are achieving at each step is so important to their success.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • maryhumke
      maryhumke on 13 Apr 20
       
      I will remember these questions Often feedback is just a general statement of good job. These questions will drive student with specific feedback.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      I really like the idea of posing those questions to the students and make them more engaged in their learning and the skill of really knowing where they are in the learning progression.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I imagine the learning progressions posted on the wall and when conferring with students, posing the questions - where are you now? where are you going? how will you get there?
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I think posing the questions to students would be a great way to have them do some self-reflection. That would also help the teacher to understand the students' perception of where they are and be able to give appropriate feedback. For example, a teacher might think a student is doing something well because they have evidence of that, but it would help to know if the student felt they knew it well enough so that they could replicate it in the future.
  • student- and peer-assessment should not be used in the formal grading process.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree. Peer assessment is meant to help both students learn something new and reflect on their learning/work from a non-teacher perspective.
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nkrager
      nkrager on 13 Apr 20
       
      I want to increase this in my classroom so if you have ideas, please do share! :) I want students to feel comfortable with this process and care about the learning progressions we are moving through. I want there to be good peer feedback and not just students "jumping through the hoops" so that they themselves get better at the big ideas and collaboration pieces.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • You must also relate your explanation to one of the properties we have been discussing in class to indicate the reason the steps were incorrect.” Again, the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • nkrager
      nkrager on 13 Apr 20
       
      These are only effective when teachers/students use them to drive the instruction further. It is not enough to just say that we are doing formative assessments but then disregarding the data that they give us. Changes and adaptions must be made to successfully move all students forward with the material.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I agree. I think this also goes with doing a pretest or pre assessment. What data are you trying to get and what are you actually going to do with that data to enhance your teaching and to adjust your teaching for your students.
    • jhatcher
      jhatcher on 17 Apr 20
       
      Really packed classrooms of students can make this so difficult!
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning.
    • nkrager
      nkrager on 13 Apr 20
       
      So important to build this process in our classrooms so that students take ownership of their learning and want to do better. (I would love tips on how to do this better in my own room if anyone has some!) :)
    • jessed44
      jessed44 on 18 Apr 20
       
      Getting students to consistently take ownership of their learning has been one of the most difficult tasks of my career. Intrinsic motivation is key, but by definition, it has to come from within a student There are things a teacher can do, such as offer freedom and choice, but this can be very difficult for students that do not buy in.
  • a process used by teachers and students
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's important to emphasize that it is a process used both by teachers AND students. I think too often, students don't realize how much informaiton a formative assessment can also provide them and help them with goal-setting for future lessons.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think that most teachers use formative assessments throughout their lesson plans and teaching without even knowing that they are doing it!
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is why I liked the learning progression activity. It put the use of formative assessments front and center when creating units. Something I need to do better with.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree that teachers have been using the formative assessment process before it was given a name. I think they knew they were doing it and because it is good practice, gave it a name.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's always interesting to hear the groans from students if I announce that we are going to have a more formal formative assessment (such as a quick 2-3 question quiz) vs. the simpler formative assessments that I conduct daily in terms of having conversations with students/groups or thumbs up/thumbs down. There's this misconception with students (at least my own) in that if I announce we are having an assessment, it suddenly becomes more important than the daily check-ins.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      In my building we've spent a few professional development sessions on crafting student-friendly learning targets that we regularly communicate to students and that students can communicate back to us. We are working on how we can better have students monitoring their own progress at reaching those learning goals. I think it's critical that the learning targets are student-friendly so that it becomes easier for them to monitor their own progress.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      The communication piece is key to pulling teachers and students together for the same purpose. I would love to continue on finding ways for students to understand the formative assessments and how they can help in the student's learning.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      Yes, getting students not to push back is key. I find that my students this year, shut down if I attach the word assessment to any thing. I think that they issue is, the educational system has trained students to think with a "for grade" mentality. Somehow we have to shift that focus to a "learning mentality". Is it possible to get parents to and students not to worry about grades and simply worry about the learning that can happen?
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      I think the use of peer-assessment can be really effective in helping students think about their learning and make changes. It's helpful for them to hear from their peers, and not always receive feedback from just the teacher. I think this brings up a good point, though. Students have to be explicitly taught how to provide helpful feedback, without it, their comments and feedback are often superficial and won't really help the student make progress.
    • ravelinga
      ravelinga on 14 Apr 20
       
      I really like this as a formative assessment that I need to incorporate more into my units. What I like is the students are now being more involved in the learning process.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      Have you had any success doing this. At the middle school level we have started pairing the teams together and we present and give feedback across the two teams. However, it is still not what we want it to be. We made a sheet with look fors and sentence stems to help students. We've even stopped a class of 60 students and told them that we are listening for you to us...(a certain sentence stem), and that helps a little, but it still seems a bit fake. I can't tell if we aren't doing something right or if the idea of it is just so foreign to them. I know that as a student we never did peer feed back and the best feedback I got from a teacher was a, "Wow, your hard work is evident".
    • leipoldc
      leipoldc on 25 Apr 20
       
      I like the idea of peer-assessment, but think it would probably work best when the students do not know who is providing the feedback nor to whom they provided feedback. It would require discussion and practice, but allows students to do some analysis which should cause more critical thinking of the work they too are completing.
  • process
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I think we still struggle as a system to view formative assessment as a process. Case in point, administrators in my previous buildings would ask teachers to bring their "formative assessments" to our PLC meetings. It became a tangible thing vs. observations, etc.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      I am glad that you brought this up. This whole process is supposed to be something that moves student learning forward and deeper and our profession to new heights. That definitely gets lost in translation when it becomes something forced. My administrators have done the same thing. The meaningful process becomes lost when teachers do it just because they are told to, or they are just going through the motions. I think that you are correct when you say it's so much more than a tangible thing, it has to be observational as well. We also have to get educators to see the value of it and using formative assessments to guide our practice.
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      "timely feedback" - students don't want formative feedback when they already took their summative assessment. Make the feedback relatable and clear. If you make the feedback irrelevant it is not meaning full to the student.
    • mkanost
      mkanost on 14 Apr 20
       
      I do like using the language in the rubric to specify what they did well as well as what needs to be built upon to hit the success criteria.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I also liked that part. I have a hard time with the whole specific, timely feedback. I don't always know how to go about doing it for a 150 students. I think that being more clear on the rubric might really help. Rather than focus on content I could include wording needed that help develop the skills needed to get to or master the content. I still am unsure how to effectively answer the where going, where now, and closing the gap questions. I wonder if students can be given a self assessment with a carefully worded rubric and them I can review those and make changes as needed. What ideas or methods do the rest of you use to meet the needs of the last three questions in this sentence?
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      or rather the end of the next sentence, sorry
    • benrobison
      benrobison on 21 Apr 20
       
      YES! This cuts out all of the fluff and gets to the heart of what we want kids to learn! Creating better learning targets makes teaching much more purposeful!
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think this is a great way to incorporate the rubric that would be used to assess the student. Peer feedback is one that could go really well and really bad if the teacher doesn't set the guidelines of what it looks like. This is a teachable moment in it's self.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with this statement. If a student can successfully self evaluate according to criteria like a rubric then they can have success with peers. Start there.
    • jessed44
      jessed44 on 18 Apr 20
       
      I have found that if I ask students to give each other a grade, it is basically useless, as they will just give each other an A. But if I ask them to comment and send back for revision, in actually work quite well. Qualitative over quantitative has been key for me.
  • In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • parkerv
      parkerv on 13 Apr 20
       
      Viewing formative assessment as a process rather than any one or a series of discrete assessments is critical in my mind for formative assessment to really do what it is meant to do and that is to inform instruction and improve student learning. Never too many reminders of this fact.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think the definition has changed a bit since 2006. I know my administrators include AFTER the instruction as formative assessment such as ticket outs and even quizzes. All still help guide teaching decisions but many occur after.
    • benrobison
      benrobison on 21 Apr 20
       
      We use formative assessments in the in-person classroom multiple times within the class period. I have done some formative assessments, realized all of the kids were well past proficient (thanks to great background knowledge), and I moved on. In that sense, there was no test needed.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • parkerv
      parkerv on 13 Apr 20
       
      It is important to identify those "just right gaps" for individual students and for the class as a whole so that time isn't wasted on things they have already mastered nor do some or all of the students feel lost or overwhelmed. Learning progressions in conjunction with ongoing formative assessment help pinpoint where additional instruction or practice may be needed.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      This is one of the positive aspects of blended learning. I can figure out who has gaps and bring them in to work on the skills they need to improve.
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I hadn't thought about how an additional benefit of a well-written learning target is that it allows a teacher to readily know what the next step of learning is for students and let's them use that knowledge to help give feedback that is alerts the student to next steps in their learning, but that makes absolute sense!
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • parkerv
      parkerv on 13 Apr 20
       
      Providing students with user friendly criteria upon which they can self-assess their own progress is critical for optimal learning.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I agree! Too many students aren't able to tell if they are "on track" because they think they have to get in the heads of their teachers. The assessment piece remains a mystery to them.
  • Formative assessment is a process that directly engages both teachers and students.
    • parkerv
      parkerv on 13 Apr 20
       
      Student involvement makes the formative assessment process so much richer and teaches students life long skills that will help them think critically when in the workforce. I believe it also helps motivate students to do their best.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays. This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This process really helps you hone in on scaffolding to move learning to your end objective.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kshadlow
      kshadlow on 14 Apr 20
       
      Feedback throughout the process is so beneficial to the student. I think it is easy for teachers to skip this part or not notice they are giving it during conversations. Written feedback usually happens in those final assessments.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • kshadlow
      kshadlow on 14 Apr 20
       
      I think teachers and students need to hear and believe this concept more. Once teachers buy into allowing students more o fa role in their learning, students will take on more responsibility...in the ideal world.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      Absolutely! We need to re-structure the classroom environment so that students don't see it as hierarchical. The teacher should be a guide in the room, sitting among his/her students. This way, students may begin to develop more ownership of their learning.
    • leipoldc
      leipoldc on 25 Apr 20
       
      Helping students see that the only way they can truly learn is when they take ownership for their learning is the key. We will never be able to teach someone who does not want to learn.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This idea takes some of the worry out for students who don't want to hurt or offend other students in the critique.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think this will definitely happen. The more it is done, the better students will be at peer editing.
  • inform instruction and learning during the teaching/learning process
    • mkanost
      mkanost on 14 Apr 20
       
      This is so important to decipher the difference between summative and formative.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree! This is for the teacher and the students.
  • particular kind of assessment.
    • mkanost
      mkanost on 14 Apr 20
       
      My first year or two, I believed that it was a specific assessment. The confusion between formative and summative for a new teacher is hard to grasp if you haven't been explicitly taught.
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I worry that in our district's attempts at the PLC process that teachers have gotten the wrong impression that formative assessment has to be proven through a specific assessment in order to facilitate a data-driven discussion. I believe that data can tell us a great deal about where our students are and how to move them forward, but I don't like the idea of it replacing ongoing feedback about the process.
    • jessed44
      jessed44 on 18 Apr 20
       
      This is an important point. Any, and potentially all assessments can and should be formative.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways
    • mkanost
      mkanost on 14 Apr 20
       
      An effective teacher understands that this must be built upon before students can learn new material.
    • jessed44
      jessed44 on 18 Apr 20
       
      Looking back at my early days as an educator, I did not do a very good job at this. In hindsight, I really assumed that students knew how to do some things that they obviously did not know how to do. I still find that I have to get myself to slow down and break apart tasks for students. I wonder how many other teachers struggle with this, and may not even be aware of it!
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I think this is so very true. I fully think that we as a system we have to do a better job at promoting learners not students. Students do things for a grade. They follow the rules so they don't get into trouble. They don't follow the rules to get out of work or other outside issue. Learners however, they do the work to learn, even if it were not graded. They come to school to better themselves and they understand that they are there are doing the work for themselves, it's a passion of self improvement. The know the teacher is there to facilitate them and they understand that the person in charge of the learning in the classroom isn't the teacher, it's them, the learner. I hope, that through the formative assessment process, scientists seminars, and norms that I have developed, that I am beginning to foster more learners and less students. It is a journey that has forced me to become less of a teacher and more of learner myself.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      As an instructional coach, this is a step that I frequently saw teacher's skip when they asked students to to self- and peer-feedback. Teachers assumed students knew how to give high quality feedback then were frustrated with the responses with students gave, often coming to the conclusion that self- and peer-feedback were a waste of time because the feedback lacked quality.
    • benrobison
      benrobison on 21 Apr 20
       
      I find this the most important piece. If I don't model feedback, how are kids supposed to know what's going on? Without the modeling, this becomes an unimportant time-filler.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • benrobison
      benrobison on 21 Apr 20
       
      I would say that sometimes PLC work goes too far in this...there is too much data being thrown around, and less attention to actual teaching. Sometimes, the formative assessments are analyzed but the kids don't receive any feedback. If we want our students to be a partner in the learning, the feedback has to be provided to the student, not just for teacher use.
lisamsuya

iowaonlinelearning - Teaching Standards - 17 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by lisamsuya on 28 Sep 13 - No Cached
    • manderson34
      manderson34 on 28 Sep 13
       
      How often do we neglect this as educators?  I think often times we focus on the content or the tech tool without giving methods of assessment their due.
    • manderson34
      manderson34 on 28 Sep 13
       
      It is so important for educators to engage in professional learning.  More importantly and prominently than in the past, informal professional learning is available through social media.
  • Engages in professional growth
  • ...48 more annotations...
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • criley55
      criley55 on 13 Jul 15
       
      There are so many things out on the internet that it is extremely important to be sure to analyze what you're using and ensure it is of high quality to be putting in front of students.
  • Understands student motivation and uses techniques to engage students
    • criley55
      criley55 on 13 Jul 15
       
      For some students just having technology in front of them is engaging but we also need to ensure we are utilizing tools for the best use for students and learning.
    • amberstrang
      amberstrang on 14 Jul 15
       
      I know that many of my students will love being able to use technology more in the classroom this year.  Choosing the best tools so that they are not only engaged but also learning and making progress towards learning targets is crucial.
    • syedlik
      syedlik on 19 Jul 15
       
      Technology is definitely a driving force in their lives, now we need to show them how to use it as a learning guide. My son uses technology to research baseball teams and their stats. (math connection) Students could research win/loss ratios, batting averages....etc. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      If students aren't engaged, they'll just go through the motions of completing what's required. I feel we've seen many resources in this course. With sufficient time and devotion, creating engaging lessons should be doable. Tim Fisher
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Using technology and an online format doesn't necessarily mean automatic student engagement. It is important to make sure content is interesting to the students, or find a way to intrigue the students.
    • sstulken
      sstulken on 20 Jul 15
       
      There is a balance that needs to occur, technology use that allows students to interact and demonstrate learning. I also think that we need to "keep the pace" of learning technology with the digital natives that are in our classrooms.
  • intellectual property rights and fair use, and assists students in complying as well
    • criley55
      criley55 on 13 Jul 15
       
      This is something I need to learn a lot more about to ensure I am following rules!
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      As I read this line I thought the same thing. I have a basic knowledge, but I'm not sure if I'm completely up-to-date on things. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree, it is important to be aware of privacy rights. This is something that should be looked at more closely.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • criley55
      criley55 on 13 Jul 15
       
      While adding a technology component may be engaging for students, we need to always bring it back to the content we are wanting to teach and continually analyze the strategies we are using to make sure it is fitting the needs.
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I completely agree that good teaching practice comes down to regularly evaluating the effectiveness of instructional strategies whether there is the integration of  technology or not.  Along with this, formative assessments and data should be the foundation of determining the accuracy and effectiveness.   (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the way our district is going with assessments and quality instructional practices
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I agree with what both of you said.  I also think it is important to continually use the data that we collect to make instructional changes.  We need to keep in mind what is best for kids and if we are not meething their needs, then we need to change our approach. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Informing our instructional practice through formative (ongoing) assessments is critical as we collect the evidence of learning from our students so we can design lessons through technology or other modes that meet our students' needs.
    • anonymous
      anonymous on 16 Jul 15
       
      It is important to have data ready during our PLC time so that we can best meet the needs of our students.
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I agree that this fits right along with our PLC work.  We are constantly looking for ways to create and use formative assessments.  Hopefully, technology will provide us with more ways to do this efficiently.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we are headed in the right direction with the analysis of data. I always think about how data doesn't lie because it is based on facts. Ultimately, the gathering if data can't be the end, it needs not only to be analyzed, but then the gathered information needs to be used to increase student learning. I definitely look forward to doing a better job of that.
    • syedlik
      syedlik on 19 Jul 15
       
      I also agree. Content trumps technology. We must focus on getting the content across to our students and also assess their learning through the course. It must provide each child the support that they need to achieve. Some students may get frustrated with the technology component, support will be needed for these students. We can't allow their achievement to suffer due to any frustration they experience in the online learning format. Sara Arnold/syedlik
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that in order to move forward data must be evaluated continuously and with a purpose. It does the students no good to have them working on tasks if there is no set purpose or growth from those tasks. This means that when we are creating technology activities we must have a way to collect student data to see if the strategy is effective. 
  • (including technological knowledge
    • criley55
      criley55 on 13 Jul 15
       
      When adding technology components, you not only have to know how to use them, how to choose the right one for the task and also be able to troubleshoot to help students,
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I totally agree with you!  It is very important that we are not using technology because it seems neat or new, we need to have a purpose.  I also needs to fit with what the outcome or goals of the task. 
    • syedlik
      syedlik on 19 Jul 15
       
      I appreciate all of the online learning classes that have been offered this summer in our district. For me, summer is when I have time to gain new knowledge to incorporate into my classroom. I am much more prepared to incorporate canvas into my classroom. I hope this will enhance my teaching. Sara Arnold / syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      It's imperative to start with what we want students to learn. It unfolds from there!
  • Assists students with technology used in the course
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      Teachers need to have a certain level of comfort and skill with troubleshooting and supporting their students with technology.  Instructional time is valuable and it is much more efficient if the classroom teacher can quickly resolve basic issues instead of waiting for external support all the time.  However, it will certainly take time to build this capacity within teachers.  
    • juliahendred
      juliahendred on 15 Jul 15
       
      I agree and know that I will need to practice and be knowledgeable personally before delivering content and modeling the use of technology to teachers via Canvas.
    • jnurre
      jnurre on 15 Jul 15
       
      I was thinking the same things...we need to be risk takers and learn the ropes, just like we are expecting our students.  It is beneficial for us to know the ins and outs of the technology we incorporate into our lessons. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I am glad we spent this time learning the ropes so we can use what we know and what we struggled with to help the learners in our classrooms. I want to use a lot of my computer lab time teaching about Canvas and practice using it, so when we are in the classroom, the students can pick up a surface and be independent with what they are doing. Rather than having to ask a million questions of how to get somewhere or do something.
  • 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
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      When designing online instruction, it is certainly important for teachers to be very thoughtful in the organization of their content and delivery methods in order to accommodate the various learning styles of students and their experience with online learning.  I generally try to organize a course with the assumption that there is one person in my course with no experience with online learning or the Learning Management System.  In addition to this, online teachers need to consider how to support students who may need guidance with pacing their independent learning since it is very different than a face-to-face classroom. 
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I think it is important to keep in mind the value of collaborative work even in an online setting.  It can take a little more effort in an online setting to ensure that everyone is comfortable with the setup, but I think it helps create a community of learners, deepen learning, and add interest to the learning environment. (NS)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I love the collaborative work that can happen in an online setting.  I think when used and taught correctly, it can be even better than in person collaborative work for some kids.
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like that they specified that the work needs to be goal-oriented. I am constantly trying to get my students to keep in mind what they are working toward as they work. I think goal-setting is extremely important and something that often falls aside. I really think that teachers can get more buy-in from students if they feel like they are working toward a common goal. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I love the asynchronous nature of online collaboration. It allows for students to work at their own pace and contribute when they can.
  • Has experienced online learning from the perspective of a student
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think there is a lot of value in experiencing online learning from the student perspective.  I have personally gained a better understanding of what is helpful as far as the organization of a course, what is frustrating, and what tools/activities can increase the effectiveness of a course.  (NS)
    • stnovak
      stnovak on 14 Jul 15
       
      I definitely agree with this!  Once you have been in the shoes of the student you have a better understanding of what they need.  It's like looking at it from the students' point of view.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I am taking a student driven learning course that meets this also!  Am enjoying it.
    • juliahendred
      juliahendred on 15 Jul 15
       
      I also agree! I know now from the perspective of a student how tough it can be to navigate and completely understand the online learning environment and how much your comfort level can effect your success. It has been an eye opener for me and hopefully with help me as I assist with some online instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      I have been taking online courses all winter and there is something to be learned from being on the other side.  I seem to be learning more about my own learning style and form of communication.  We will have students experience the same!  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Having this experience from a student's perspective can help teachers be proactive and address misconceptions or potential barriers before the get in the way of student learning.
    • anonymous
      anonymous on 16 Jul 15
       
      I certainly can understand the frustration of students when they are learning something new!
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      For the first online class I took, I felt like the learning curve was very steep!  It has gotten easier with each class and I feel like I have actually become a 21st century learner!  Students are starting with this from a much younger age and it will become just another learning tool, another way of learning for them.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would have to agree with this also.  When implementing Canvas at the high school level, us teachers barely knew what we were doing, but the students and parents were expected to hop on the train with us.  I wasn't able to help the students with their view because I couldn't understand mine :) I would feel like I would have a better understanding of what they are learning and assist them better as a teacher.  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      wow...great analogy with the Canvas reference.  We make decisions based on our past experiences.  If we have never experienced online learning we may not have a good understanding of what should even be expected of an online learner.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree with this and want to implement Canvas into my classroom as soon as possible! Becoming familiar with the website just like I did will help students in the long run. It is important to be a student before a teacher to realize what will cause problems. This is the same thing with any lesson. In science I would go through the experiments by myself first to make sure it worked and to see where students would struggle or have questions.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I am learning so much as I take these courses as a student! It gives us a real flavor for what our students will actively participate in.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I completely agree with this! It is essential that we are able to work through the course through the eyes of a student to ensure that we have sufficient directions and guidance for student success. There has been multiple times when I thought that something online would be a piece of cake yet when I went to work through it I realized that there needed to be more structure. 
    • sstulken
      sstulken on 20 Jul 15
       
      I am always humbled when learning something new and is a great reminder of how students feel when faced with a new challenge. Demonstrate that risk and failure is okay-growth mindset.
  • Understands and uses data from assessments to guide instruction
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think it can be easy for online instructors to create and organize their content ahead of time and not be responsive to student data throughout the course.  It is important for them to make an extra effort to be flexible and use data to guide their instruction. (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the tool we use to facilitate conversation about instruction in our building.  I also like the teaching cycles we are going to for next year.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we need ti be flexible with instruction. If the data isn't headed in the same direction as what is written in the plan book, we need to adjust for the students!
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I believe it is important to have teaching standards, so that all teachers are following the same set of guidelines throughout the state. 
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Students need to take ownership and responsiblity of their learning.  If they are invested in their learning, they are much more likely to do their personal best.  I have noticed the impact this has on my own students, and it's amazing!
    • anonymous
      anonymous on 16 Jul 15
       
      The use of data binders is a great way for students to see thier growth as they move towards reaching their goals.
    • syedlik
      syedlik on 19 Jul 15
       
      We could have online data binders. Wonder if this would be possible? We must balance online learning with traditional learning. It is important for students to gain valuable fine motor skills in their younger years. Sara Arnold/syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, data binders are important way for students to track their learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • stnovak
      stnovak on 14 Jul 15
       
      I think it has to be clear what the expectations are so students know what they will need to be able to do and what concepts they need to know.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agree with your statement.  I also think teachers need to plan ahead of time, so that the lesson has a specific purpose.  If a purpose is created and stated to the students, then the teacher will be more likely to stay focused.  
    • jnurre
      jnurre on 15 Jul 15
       
      This is not only important for educators planning and preparing for students, however educational leaders need to make sure we are communicating learning outcomes and expectations for adult learners. 
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I think that this is essential for students in our daily instruction.  The training we received in writing purpose statements last year has really helped with this standard.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • juliahendred
      juliahendred on 15 Jul 15
       
      Yes, I believe that building those relationships and encouraging students has a huge impact on their success and desire to participate.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      Although the class is being taught online, the students should still be able to feel as though you are there to help answer questions, build a community of trust and grow as a student.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker - My hope is that this class will help me create an environment in my class for frequent online social interactions with me and other students in our class.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I really wanted to reflect on the word positive in this highlight. It goes all the way back to Netiquette from the first OLLIE class. I think it is extremely important to the success of the student to be able to collaborate in a positive manner and not to be afraid of messing up. It is easy to get discouraged using technology when you do not know how to do something, so keeping the environment positive with room for mistakes is important to how I want to run my blended learning.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I agree that remaining positive is crucial. I think it's important for students to understand we don't always have the answers. Sometimes technology doesn't cooperate!
    • sstulken
      sstulken on 20 Jul 15
       
      Showing our students that we embrace technology and push ourselves to learn is so important. Lifelong learner has a different look!
  • including different learning styles
    • stnovak
      stnovak on 14 Jul 15
       
      I liked this because there are so many different types of presentation technologies for example, but including different learning styles will allow the students to have a choice as to which tool they would utilize best.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Choice is very important for students, however we need to make sure that the choices connect with the purpose.  I believe choices are very powerful for studnets, and it allows them to shine in different areas. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Choice can also increase student engagement on projects and other learning activities!  I agree Ashley, that we need to be purposeful when planning our choices.
    • anonymous
      anonymous on 16 Jul 15
       
      In kindergarten we use a variety of different learning styles all day long. 
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I agree that choice is important, but it is also important to keep in mind that students don't always make the best choices for themselves. When thinking about having choices that go with different learning styles, it probably would help to make sure the students are aware of which learning styles work best for themselves through some sort of inventory. Then you could label the choices with what learning styles they work best with. The students can then make an informed decision. I wouldn't necessarily tell them they have to pick the choice that goes with the learning style, but I would suggest it. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree that choice is important. Sometimes technology is viewed as an option and we don't think of how we still need to differentiate within technology. Not all students are at the same levels using technology as well as intellectually. Choice is extremely important to the engagement of the students.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - As mentioned above, I agree that choice is important. I, too, am concerned that elementary students may not have the background to choose, within technology, how they will show their learning. They will need guidance and support to make good decisions.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Differentiation is important to student learning, no matter the format. Oftentimes an online learning format could allow more independent level of instruction for students.
  • improve practice
    • stnovak
      stnovak on 14 Jul 15
       
      I feel like this is one of the purposes of this class. We need to continually learn new ways of teaching or methods and then apply that knowledge so our students can benefit from this improved practice.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I couldn't agree with you more.  It is important for us to be models for our students.  By taking classes and stretching ourselves professionally we can achieve this. 
    • anonymous
      anonymous on 16 Jul 15
       
      I agree! I have spent some time this summer doing some professional reading. 
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I agree with everyone above.  If we don't continue to learn new methods, technologies, tools, ourselves as teachers how do we expect our students to grow?  
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think it's so important to make sure that technology and online learning is used to enhance learning and improve the education of students.  It shouldn't just be included because we want more technology in schools.  We need to include it because it's what's best for the particular students learning in that course
    • trfishe
      trfishe on 19 Jul 15
       
      In mathematics, I think it's critical that the online materials selected or designed be as interactive as possible. I'm hopeful that I'll be able to find suitable materials or ways to create them.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we should not just add technology or online learning just because we want more of it in the schools. It comes down to purposeful planning and ensuring that the technology used is supporting student learning.  
    • sstulken
      sstulken on 20 Jul 15
       
      This is one that challenges me. What tool do I use to get the results I am looking for? An area that I look forward to growing in.
  • Provides substantive, timely, and constructive feedback to students
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think that this is a challenging but very important part of teaching, whether it is in the online or face to face setting.  I think a bonus of online learning is being able to individualize feedback more easily, though it would depend on the number of students in the course.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I think this will be a great tool for feedback
    • jnurre
      jnurre on 15 Jul 15
       
      It seems to me we have more work to do with this standard.  We need to be providing feedback all the time to students and encouraging them to continue to fail forward. I am wondering how online learning impacts feedback?  Is it going to be harder to give feedback?  How will online feedback be perceived?  I know how "texts" and other "online communication" can be misconstrued.  We need to be cautious with our feedback in written form.  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Timely feedback is so important when keeping students in the loop about their learning, they need to be partners.  Being able to give every student in your classroom individual feedback during a lesson can be challenging in one class time.  Using online tools like diigo or through Canvas would benefit teachers in giving timely specific feedback about student learning.
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      Assigning online homework makes it easy to be able to provide immediate feedback!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • amberstrang
      amberstrang on 14 Jul 15
       
      Teaching students how to interact one another appropriately online is very important in the process of online learning.  It's not only a skill necessary for academic success online, but it could transfer over to the social media setting.  If we teach kids how to interact appropriately online, perhaps it can prevent problems online elsewhere.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agreed! Especially since social media is so prevelant with young kids.  If we can at least give them some tools and strategies on internet safety, make we can prevent some cyber bullying. 
    • jnurre
      jnurre on 15 Jul 15
       
      We need to be leading my example.  Students are watching the choices we make every day.  
    • jnurre
      jnurre on 15 Jul 15
       
      We need to teach them, just like every thing else, how to interact appropriately and not appropriately.  It's a life skill!  
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree! With how much our students are online now it is important that we are teaching them how to interact respectfully online. I often tell my students that people are unable to read your social ques through the internet and that it is important that you are able to articulate yourself efficiently for others to understand what you mean. 
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I have heard people say they don't have time to stay current with technology and figure out how to use it in their classroom. Some of them even seem to pride themselves on their resistance to technology. I see that as a huge problem. When that happens, they are making a conscious decision to not do what is best for their students. The reality of the situation is that their students will have to be able to use technology in a variety of ways. Those students will have to be able to use technology in a job someday. I can't think of a single paid job that I have had that didn't require me to use technology in some way. 
  • Understands the differences between teaching online and teaching face-to-face
    • juliahendred
      juliahendred on 15 Jul 15
       
      In looking at providing some instruction this next year to new and veteran teachers, I feel it will be essential for our team to determine what can be effectively delivered through Canvas and what will be best through face-to-face instruction, especially given the diverse knowledge base of the learners.
    • jnurre
      jnurre on 15 Jul 15
       
      absolutely, I agree that this is an ongoing struggle. Just like our classrooms, our buildings are full of diverse learners and we need to ensure we are differentiating all the time.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker- I think this is a great cautionary note for teachers to make sure that we are meeting all the student individual needs.  Technology should be a tool we use to enhance our face-to-face instruction.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I completely agree with Mary, it is important to remember that technology is a great tool, but that I would like to use it to enhance face-to-face instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      This couldn't be more important in education.  We must lead by example. 
    • jnurre
      jnurre on 15 Jul 15
       
      This seems to be ever challenging with technology changing by the moment, but as educators we have to be dedicated and risk takers in the tech world!  
  • Demonstrates
  • Creates a safe environment, managing conflict
    • jnurre
      jnurre on 15 Jul 15
       
      In today's world we have to make sure we are teaching students about cyber bullying and how to interact appropriately (netiquette)!  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is super important.  Would love to see examples of how teachers have set up high school courses and effectively dealt with this. 
    • syedlik
      syedlik on 19 Jul 15
       
      This will be an area that we will constantly need to monitor. We can never let our guard down when it comes to student safety online. Netiquette needs to be taught at the onset of the class and constant supervision by the teacher will be needed, with necessary consequences established and follow through. Sara Arnold /syedlik
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Totally agree, being respectful of folks in the online learning environment to create an environment where folks feel free to share opinions and take risks when learning is critical.
  • Networks with others involved in online education for the purpose of professional growth (
    • conniestarr
      conniestarr on 15 Jul 15
       
      Collaboration with other colleagues and teachers who are also embedding some online learning can be very beneficial.  Learning about best practices together and having conversations about what it looks like in a classroom wnd with students can help grow our own practice and tool kits when providing online learning experiences and opportunities for our students.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would also agree with your comments.  Not only to have colleagues to collaborate with and share best practices, but to help you trouble shoot possible issues.  
    • trfishe
      trfishe on 19 Jul 15
       
      I agree completely! I am hoping to find some teachers in my PLC group or building who will help me in the online portion of some classes! Tim Fisher
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is just as essential as how to deal with a student you caught cheating on a test.  However, I personally need to dig into techniques for dealing with these issues as I have not personal experience with this.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree, this is like cheating. I haven't experienced this directly, but know of multiple students who have had their internet privileges taken away for inappropriate use of their searches. I feel like teaching students what is appropriate and inappropriate online is key. Along with that maybe schools can have a process that all teachers follow in this situation so students have common expectations.
  • 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)
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      Using both self-assessment and pre-assessment would really help students monitor their own learning and take more ownership. I think this would help students and parents think more about the amount of learning taking place instead of focusing on a letter grade. 
  • ability to use computer programs required in online education
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is the equivalent of learning how to manage the learning of the warm bodies in our current environment.  So essential to know how to manage a course before you attempt to teach.
  • nd synchronous/asynchronous communication tools
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-as an elementary teacher, I think we haven't done as much with communication tools with students.  This will be a goal to set for next year.  Canvas should allow us to improve in this area.
    • syedlik
      syedlik on 19 Jul 15
       
      Sara Arnold- Asynchronous instruction/learning is the future of education. I have said for years that learning needs to be extended beyond the school day. Using canvas will allow me to connect with my students even when I am not physically in each of my three buildings.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, Mary, that we started with very basic technology, and are ready for collaboration and communication.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we need to be able to extend learning beyond the school day as well as providing opportunities within the school day to reach children when we are working with small groups and others are working independently. Canvas and other online tools will provide an opportunity to continuously work with students even when we are unable to be physically near them. 
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-This is an area in which I need more guidance.  I haven't been very effective at evaluating students in this area.
    • christineclark
      christineclark on 18 Jul 15
       
      This standard makes me think of the mindset of our LA curriculum planning. The idea was to plan with the end in mind. Ultimately what do we want students to know? From that answer assessments can be developed.
  • Applies research, knowledge, and skills from professional growth
    • christineclark
      christineclark on 18 Jul 15
       
      I think that this is important for bettering ourselves as educators and people. To be able to have an open mind, gather knowledge presented, and use that to our advantage is learning that needs to occur.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • christineclark
      christineclark on 18 Jul 15
       
      This is an essential standards, that I believe can be overlooked. I wonder if it would be appropriate to address what effective communication means. Could some negative student behaviors be avoided if communication from all educators is effective, consistent, and positive?
    • trfishe
      trfishe on 19 Jul 15
       
      This is going to be one of the biggest challenges once the course is up and running. Finding the time in an already full day to stay on top of the online component of a blended course is critical, but daunting too! Tim Fisher
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      One thing I worry about is keeping up with the classroom and with the online classroom with blended learning. It could be potentially easy to let the online classroom slip more and care to the classroom in front of you. It will be extremely important for me to keep my eye on the online classroom with communication that is constant and effective to let students know there is a presence and purpose.
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
  • Iowa Online Teaching Standards
  • Tailors instruction to meet the different needs of students
    • syedlik
      syedlik on 19 Jul 15
       
      This online format can be a great tool for differentiating instruction by creating groups. We will be able to differentiation instruction, assignments and assessments. It seems a bit overwhelming right now, but definitely something we can work towards. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      I look forward to using my online materials to assess what my students know, and then have options available to them for remediation, extra practice, or enrichment. I hope to also use groups to enable different sets of students to work together on activities based on the group's needs.
  • student feedback data
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like the idea of using student feedback to improve a course. However, the instructor would need to make sure that they collect the feedback in a way that the students will take seriously and respond honestly. Asking what students liked/disliked will get very different answers than questions that ask students to say what could have been done differently to help them be more successful. 
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that you have to be careful in how you word questions to students to gain meaningful feedback. I think it would be beneficial to know what students are having difficulty with or what they would need to be able to be successful in online courses. 
  • Has experienced online learning from the perspective of a student
  • Understands the differences between teaching online and teaching face-to-face
  • uses data to evaluate
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - The alignment of online teaching standards and Iowa teaching standards in regards to using data is quite obvious throughout the standards.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- It is essential to be continuously evaluating instructional strategies through the use of data. In order to best support the growth of students we must be able to see where they need more help or what need to do to challenge them more. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps. Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • sstulken
      sstulken on 20 Jul 15
       
      This makes me wonder, how can we incorporate more technology into student's tracking their progress? Engagement and learning could be impacted greatly.
  • 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)
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging. 
  • 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
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Presenting streamlined content that still addresses the need for depth and diverse learners will be a challenge in designing on-line courses. 
  • Iowa Core
    • lisamsuya
      lisamsuya on 02 May 17
       
      It is important that the Iowa Online Teaching Standards make reference to the Iowa Core at the beginning because technology and online tools are for the purpose of teaching core curriculum.
  • age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • lisamsuya
      lisamsuya on 02 May 17
       
      I think it is interesting that these particular theories are mentioned in the standards, and it seems important to have a refresher of these theories in the online learning courses.
Janet Wills

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

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

shared by Janet Wills on 13 Feb 21 - No Cached
  • 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
    • benrobison
      benrobison on 13 Feb 21
       
      I do not think of this as personal learning. I would qualify this as individual learning. HOWEVER, I do think there's value in this. I have students who would rather work at their own pace via checklists. That said, this isn't personalized...all of the students do the same thing, just at different speeds.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      I agree with you, Ben. I appreciated this clarification between personalized and individual learning. I know that my 5th grade son would really appreciate this style of learning as he gets very frustrated when he has to wait for other classmates to finish tasks before going on to the next thing. I think there is room in education for individualization and personalization. in fact, maybe individualized learning is a good stepping stone toward personalized learning.
    • Gina Rogers
      Gina Rogers on 16 Feb 21
       
      Ben and Erin - I agree with both of your thoughts. To me it seems that personalization has to include more than just student choice in pace of learning. Students have to have some choice in how they learn and what they learn and what they can do to demonstrate mastery. I almost wonder if those elements of personalization that I mentioned above would be difficult for some students who are box checkers like my son who is really good at checking his canvas to-do list, finishing his work, etc. He stays on top of checking the boxes, but sometimes I wonder how deeply he is learning the content that is assigned to him. I don't know if that makes a whole lot of sense.
  • personalized learning experience requires student choice, is individualized, meaningful and resource rich
    • benrobison
      benrobison on 13 Feb 21
       
      I think this becomes much easier with appropriate technology (1:1 devices), but I keep coming back to how much time must be devoted to finding resources for kids. I would think that personalized learning takes a significantly larger volume of "stuff" to accomplish vs. traditional learning....and I can't think of many ways to do this without enough technology.
    • brippentrop-nuss
      brippentrop-nuss on 17 Feb 21
       
      As the students progress through this process, why wouldn't they be able to find their own resources?
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way
    • benrobison
      benrobison on 13 Feb 21
       
      From a PhysEd teacher's standpoint, I agree completely. Since we've moved to a 1:1 school (well before the pandemic), we made the philosophy of our PhysEd program to be a chance for the kids to unplug for 45 min. daily. Obviously, that's easy to do in our world. However, we have access to great Heart Rate-based technology. So, it's now about finding the correct balance of play, skill, and time in the THRZ. I would go so far as to say, 1:1 might be doing as much damage wit kids as it is good for them.
  • ...34 more annotations...
  • You want to really engage kids? Give them opportunities to learn personally
    • benrobison
      benrobison on 13 Feb 21
       
      Virtual instruction during this pandemic has been eye-opening for me with this. With our kids who are 100% virtual learning, we are trying to give them more options for PE-at-Home. Engagement has been an issue, but for the kids that have embraced it, they've done an excellent job. I believe in functional movement in PE, so I try really hard to give the kids the freedom to do things relevant and functional for them.
    • Gina Rogers
      Gina Rogers on 16 Feb 21
       
      I am glad to hear that you have had success with virtual engagement. I have had so many conversations this year about how to engage kids in virtual settings, how to get beyond teaching to the black squares in Zoom or Meet. I admit, as a PD provider, the black boxes rattle me. It has been an interesting experience trying to find the best ways to engage online professional learning participants.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      I'm not sure if anyone else (specifically math teachers) have heard of Open Middle problems before, but personalized learning kind of reminds me of those. Students all start at the same place and end at the same place (which would be learning/understanding the content and meeting standards) but how students get to the end goal is up to them.
    • dsnydersvjags
      dsnydersvjags on 18 Feb 21
       
      Erin - this is how I try to teach my math classes. If I know of multiple ways to solve a problem, I will show my students all of them and then tell them they have to pick whichever method(s) fit their brains. My brain works differently than others - I am a pattern person, not a formula person. So when I am teaching the formula stuff, I always try to show my kids how my brain sees things - just in case there are other pattern people out there.
    • bhauswirth
      bhauswirth on 18 Feb 21
       
      Students learn all different ways and I agree with showing students all ways a problem can be done and have them choose what way works best for them and their learning style!
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      This is the conundrum that I have been facing as I've begun learning more about personalized learning through this course. How can we create a balance between the types of schools we've imagined with personalized learning and the demands placed on schools by the government?
  • The idea of personalized learning is seductive
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      Seven words into the article and I'm already saying, "YES!" As I was talking to my kids about their ideal school and imagining a day in the life of a personalized learner, I kept thinking, "Why can't we create these types of schools? I would LOVE for my kids to go to a school like this!" The idea of creating environments in which students can create their day to match their learning needs and they can pursue topics that they are most interested in is very "seductive." I want that for my students, my own kids, and even for myself. How amazing would it be to teach in a school like we've imagined?
    • dsnydersvjags
      dsnydersvjags on 18 Feb 21
       
      This is how 'school' used to be. Kids went for the basics, and then as soon as they had mastered those, they found someone to apprentice to in order to learn the craft/trade that they wanted to do. Or, if they went on to a college, they simply found instructors that were talking about things they were interested in and sat in on those conversations. With the industrialization of America, we had to shift to more standardized learning because manufacturers needed those skills in their factories. So, we actually need to shift back to the old ways (in my opinion).
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      like many new "initiatives"- it's important to look past the shiny newness and see what is worth keeping
  • 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
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      I feel like we've been hearing this for awhile now - we are preparing students for jobs that don't even exist yet. The skills and dispositions they will need to be successful in the workforce are more about problem solving, creative thinking, and communication versus an abundance of knowledge of facts and formulas. So how are we (can we) changing how schools function to match how the "real world" has changed in the last decade?
  • 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.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      I had the opportunity a few years ago to talk to upper elementary students about the concept of learning. It was amazing to me that many of these said that learning looks like sitting quietly and listening to the teacher or getting all the questions correct on a test. These definitions made me sad. How is it that in just a few years of schooling we have given students such a passive view of learning? Learning is done to them not something that they are in charge of. Personal learning is a shift in the right directions. We have to TEACH students how to be learners. We have to put them in the "driver's seat" and allow them to make the decisions that will help them learn.
    • Gina Rogers
      Gina Rogers on 16 Feb 21
       
      Erin, your comment really resonates with me. I think sometimes we inadvertently communicate this message about what learning is to our students. We focus a lot on compliance but struggle at teaching students how to learn, how to monitor their own understanding, how to determine where their are gaps in their understanding and where to go next. I think this focus on compliance creates a lot of hoop jumpers or box checkers that know how to play the "game" of school.
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      Yes, yes, yes! This is what I've been striving to get across to my technology director this year as we are working toward a 1:1 digital learning environment in our elementary schools. I want PD to be focused on best practices of instruction not simply the latest and greatest tech features. The way to engage students hasn't changed because we have more access to technology - if we want to truly engage students in the content we have to get them passionate about it and interested in learning more for the sake of learning not just scoring points on an assignment.
  • moving ownership of learning away from the teacher and more toward the student.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      Is anyone in an AIW district? We use AIW to some extent within our district and one of the key pieces of learning I took away from my AIW training was asking "Who is carrying the cognitive load?" We need to ensure that the teacher is not the one doing all of the heavy lifting in the learning. We need to design learning experiences in which the students are the ones actively doing the learning. We don't want "sit and get" lessons in which students simply listen to the information. We want students to be asking questions and seeking their own answers.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • travisnuss
      travisnuss on 16 Feb 21
       
      This statement really stuck out to me - the difference between personalized and personal learning. I think I struggle with "personal" learning because I have the traditional mindset that students need to be able to do and understand a certain amount of math, social studies, science and English to be a well rounded individual and have a hard time comprehending that students learning something for themselves is always going to equal having educational value.
  • many school district leaders require public school educators to teach a specific curriculum
    • travisnuss
      travisnuss on 16 Feb 21
       
      This is the part of the whole personal learning experience that has me baffled. This may be the traditionalist in me, but what happens to the viable and guaranteed curriculum that we have spent so many PD hours developing.
    • brippentrop-nuss
      brippentrop-nuss on 17 Feb 21
       
      I agree with this thought. I keep thinking aren't there some foundational skills that all student must know? Maybe this is the shift to a more standards based grading that would allow more flexibility?
  • In a world where we can explore almost every interest or passion in depth on our own or with others
    • travisnuss
      travisnuss on 16 Feb 21
       
      What becomes the role of the teaching with a personal learning environment, especially at the high school level where many of us have chosen the profession because we have our own passion for that area of expertise? I didn't necessarily get into this profession to help students learn anything, I kind of specifically came into this job because I have a passion for mathematics and want to specifically teach that passion.
    • travisnuss
      travisnuss on 16 Feb 21
       
      What becomes the role of the teaching with a personal learning environment, especially at the high school level where many of us have chosen the profession because we have our own passion for that area of expertise? I didn't necessarily get into this profession to help students learn anything, I kind of specifically came into this job because I have a passion for mathematics and want to specifically teach that passion.
  • more effective delivery method than any one teacher with 25 or 30 student
    • travisnuss
      travisnuss on 16 Feb 21
       
      So reading this statement, in my mind instantly pops in 25 or 30 individualized lesson plans for personal learning. It may be a more effective delivery method, but is it necessarily efficient. There has to be some sort of structural changes to the current system of education to allow for personalization of learning.
  • but every mechanism we use to measure it is through control and compliance
    • travisnuss
      travisnuss on 16 Feb 21
       
      Until the state changes the way they evaluate the success of schools and colleges change the way they look at admissions, especially 4 year liberal and public colleges, how do we let students do personal learning, but assure we are going to reach those requirements from the state and make sure students reach the requirements to attend the post-secondary education they want to receive. Based off of legislative decisions made so far this year, I feel like we have even less control and need to show more compliance in the near future than ever before. :(
    • Gina Rogers
      Gina Rogers on 16 Feb 21
       
      I feel you, Travis. I have often thought about this in terms of teacher licensure renewal, too, and how we would love to offer a more personalized approach to PD that are modularized that teachers can pick and choose from to put together a recertification credit. But the focus right now is on seat hours and that is incredibly frustrating when trying to come up with some more innovative PD models for recertification.
  • mass customized learning,” meanwhile, may sound Orwellian but it’s not really an oxymoron because what’s customized is mass-produced – which is to say, standardized. Authentic personal learning isn’t.[6]
    • Gina Rogers
      Gina Rogers on 16 Feb 21
       
      I love this passage so much - the mass customized learning and reference to Orwellian doublespeak are fantastic. I do think that personal learning does become somewhat bastardized when you focus so heavily on the platform, or the program, or the technology that is going to make thee learning happen. That is not personalized learning, that is algorithmized learning or learning that measures me against some predetermined set of criteria but doesn't take into account what I am interested in, what dispositions I have, etc. It is kind of a double edged sword though becuase in order to efficiently make learning personal (given our current human resources constraints in our current models of education - 1 teacher, 31 - 150 kids, prepping for multiple classes/subjects) you need to have some kind of technology to help support.
  • free to expand as a standardized individual.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      Personal learning (as Kohn prefers it to be called) seems very good in theory. However, when it comes down to the nitty gritty - planning how it would actually function within a school / classroom, it gets messy. That is the point when many teachers I work with go back to standardization. it's easier when everyone does the same thing. How can we get over this hurdle?
    • bhauswirth
      bhauswirth on 18 Feb 21
       
      I so agree. Personalized sounds idea but how does that work with 20 - 30 students and 1 teacher? I see where an online program works for this but believe when you put them on a program that a teacher didn't make the connection gets lost.
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      This seems to be the definition that our class is referring to when we say personalized learning.
  • Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      This seems to be what another lesson referred to as "individualized" learning - the student has control over how fast they work through the skills, but it is the same skills for all students.
  • Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      From our debate in the class forums, this quote reminds me of differentiation/individualization versus personalization. In my mind, personalized learning is personalized for each student and giving them control over the what, how, and when of the learning process while still keeping them accountable to the standards and expectations of their grade level.
  • transmission of bits of information
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      This reminded me of a blog post I read recently about thinking versus remembering. (https://www.byrdseed.com/thinking-or-remembering/) It also connects to the AIW (Authentic Intellectual Work) principles of construction of knowledge and conceptual understanding.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm.
    • erinlullmann
      erinlullmann on 16 Feb 21
       
      And if we are creating thinkers who are enthusiastic about learning and curious about the world around them, won't they learn more? Won't they be more employable and successful in the future? And in turn, won't they also probably do better on the state assessments? If students really have to think and understand content at a deeper level, they are more likely to remember what they've learned.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • brippentrop-nuss
      brippentrop-nuss on 17 Feb 21
       
      This does tend to be the thought process however I feel that students are actually more engaged when we take away the technology. Without the technology they are more inclined to discuss, collaborate, and think about their work without just assuming what their "google search" search found is the only answer or for that matter the only correct answer.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • brippentrop-nuss
      brippentrop-nuss on 17 Feb 21
       
      Truth! The trick is to get students to drive their own education - I don't have an answer -just a reality.
  • requires us to think deeply about our goals and practices as educators,
    • brippentrop-nuss
      brippentrop-nuss on 17 Feb 21
       
      This is foundational in any sort of teaching. Good pedagogy carries through no matter if it's technology driven, student driven, or teacher driven.
  • 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. 
    • dsnydersvjags
      dsnydersvjags on 18 Feb 21
       
      Huh. This to me says we should be doing away with the idea of CORE.... I realize why it was implemented, however... I know that many students' brains are not ready for Algebra in 6th, 7th, 8th, even 9th grade - so they really struggle and get frustrated and give up in math.
  • “That has nothing to do with the person sitting in front of you
    • dsnydersvjags
      dsnydersvjags on 18 Feb 21
       
      Ugh. This phrase has no place in education. And yet - we have this attitude all of the time. By 'we' I mean those who legislate our requirements and create the standardized tests used to measure.
  • deep learning
    • bhauswirth
      bhauswirth on 18 Feb 21
       
      Deep learning. I feel like some times when we thinking of online learning we think of videos/lectures, assignments, and etc. the same as a traditional classroom. This is when we need to do some personalization and flipping of our prior knowledge. How do we allow students to still learn the things that the standards say, but in a way that they can show their depth of knowledge by not just answering questions but by us really understanding their understanding of a certain topic. More of the deep learning takes place when they have to create or explain in their own words with reasonsing.
  • data-driven
    • bhauswirth
      bhauswirth on 18 Feb 21
       
      Data driven was a key word that always grabs my attention. This is where data can be placed into the course to understand where a certain student's pathway lies. This would also be a great example of our students. We have students that are 18 years of age, with minimal prior education but we still place them as a senior grade level. This allows us to really personalize learning for that student for them to be successful.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      This is the tension I am struggling with- it's great to want kids to learn in a personal way, but there are standards we are accountable for
  • they digitally attached it to a generic animated child’s body that “plays” with Barney in the video.
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      that's creepy
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      this should be on the bumper sticker
  • Tracking kids’ “progress” with digital profiles and predictive algorithms paints a 21st-century gloss on a very-early-20th-century theory of learning.
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      this brings to mind the questions of PLCs 1. What do we want all students to know and be able to do? 2. How will we know if they learn it? 3. How will we respond when some students do not learn? 4. How will we extend the learning for students who are already proficient? I'm still struggling with the idea of personalized learning and how structurally fits into our school model.
  • B.F. Skinner proposed setting each child before a teaching machine,
    • Janet Wills
      Janet Wills on 04 Mar 21
       
      it seems that the COVID induced remotely learning across the country has served as a sign that this idea is not good for anyone
  • The idea of personalized learning is seductive
    • Janet Wills
      Janet Wills on 08 Mar 21
       
      like many new "initiatives"- it's important to look past the shiny newness and see what is worth keeping
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • Janet Wills
      Janet Wills on 08 Mar 21
       
      these definitions are key to any conversation about personalized learning or even when talking about a student-centered classroom
mcairney

ollie-afe-2021: Building a Better Mousetrap - 0 views

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

shared by mcairney on 17 May 21 - No Cached
  • illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      I think that co-constructing rubrics or having students tweak rubrics once they have experience working with them could be valuable. It adds that metacognitive piece for students.
  • we ought to illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      Co-constructing rubrics helps provide the metacognitive piece for students.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      It helps students take ownership of their learning which really can help with personal goal setting and achievement.
  • they can be designed with dimensions describing the different levels of that “deep learning”
    • dulrich
      dulrich on 17 May 21
       
      An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.
  • ...26 more annotations...
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • dulrich
      dulrich on 17 May 21
       
      I think the rubric along with exemplars could be helpful. It might be easier for some students to understand and use the rubric if they see products at a variety of levels.
    • Janet Wills
      Janet Wills on 17 May 21
       
      I know students do better when I show them examples- and examples from several levels, but I never seem to remember to do it until it's too late :-(
  • To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,
    • dulrich
      dulrich on 17 May 21
       
      This will be a big focus area for our professional development next year. I suspect we will need a little Rubric 101 time to help staff get on the same page.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments
    • Janet Wills
      Janet Wills on 17 May 21
       
      The key phrase is well-defined here
    • lizmedina
      lizmedina on 18 May 21
       
      That is exactly what stood out to me too!
  • rubrics can help the student with self-assessment;
    • Janet Wills
      Janet Wills on 17 May 21
       
      if students can self-assess and then revise BEFORE the teacher even sees their work it'll be more meaningful
  • 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, it maintains the traditional gap between what the teacher knows and what the student knows.
  • most state issued rubrics used in secondary school standardized testing are poorly designed rubrics
    • Janet Wills
      Janet Wills on 17 May 21
       
      a good rubric should help the teacher and the student
  • ubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies,
    • Janet Wills
      Janet Wills on 17 May 21
       
      this seems pretty key-- teachers should be able to adapt strategies to the needs of the students
  • most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment
    • lizmedina
      lizmedina on 18 May 21
       
      guiding the dependent learner to the independent learner is key, helping students apply their knowledge to the assessment is so important in enabling a student
  • the criteria must be made clear
    • lizmedina
      lizmedina on 18 May 21
       
      Indeed, having meaningful conversations so students fully understand the expectation and the tools they have to accomplish said expectation sets them up for success and greater understanding
  • When students are full partners
    • lizmedina
      lizmedina on 18 May 21
       
      This also builds their student-teacher relationship allowing teachers to have more meaningful conversations of student learning with the student
  • Well-designed rubrics,
    • lizmedina
      lizmedina on 18 May 21
       
      Again, the key is a well-designed rubric with learning and edifying in mind not grading
  • the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • ajmoss80
      ajmoss80 on 19 May 21
       
      The importance of having criteria stated in such a way that it is specific, yet student friendly.....
  • student-generated rubrics,
    • ajmoss80
      ajmoss80 on 19 May 21
       
      I think this is a great idea and one that I wished I would have tried during my time in K-12 education. One hurdle I see with this is that the student needs to have a clear vision of what the outcome should be. Perhaps exemplars are used for the purpose, without stifling student creativity? Without a vision for the outcome, how can a student suggest grading criteria in a rubric?
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor
    • ajmoss80
      ajmoss80 on 19 May 21
       
      I felt that I would fall into this trap when developing rubrics for my students. For example, for our HS Chemistry lab reports, I felt that I was "nickel and dime-ing" students to death on minutiae according the the rubric while missing out on the big picture altogether. Eventually I scrapped the rubric.
  • A holistic rubric
    • ajmoss80
      ajmoss80 on 19 May 21
       
      Yes! I feel that this gives me permission to use "holistic" rubrics. They have their shortfalls since they don't provide as much detailed feedback. But I feel validated that they do have a time/place when they can be appropriately used.
  • “Meaningfully” here means both consistently and accurately
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      I really struggle with "fluffy" words like "meaningfully" AND I really wanted to say what the green highlight already said, so here I am giddy about the definition of meaningful. :)
  • So, 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.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      I would also add that my district uses rubrics as a way to unify our grading practices across the district. This year, we have seven 8th grade teachers, so having rubrics we all use is very helpful for consistency.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      Could this be resolved by simply allowing our students to help build the rubrics?
  • 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.
    • travisnuss
      travisnuss on 24 May 21
       
      This would be something I would do, I would make sure I jumped through the hoops to get the best score even if it meant not completing the assignment as intended. Honestly, not only do I struggle to use rubrics as a teacher, I very seldom look at a rubric if I have one ahead of time or afterwards. I usually complete the task and hope for the best.
  • is more efficient and the best choice when criteria overlap and cannot be adequately separate
    • travisnuss
      travisnuss on 25 May 21
       
      I feel a holistic rubric might be easier to use in a mathematics classroom compared to an analytic rubric.
  • critics claim that rubrics, in effect, dehumanize the act of writing
    • travisnuss
      travisnuss on 25 May 21
       
      A lot of talk about how rubrics work with writing. How about using rubrics in a mathematics classroom? Should a rubric be used for each problem or should it be used to assess and give feedback for the whole assessment?
  • general rubric does not have to develop a new one for each assignment
    • travisnuss
      travisnuss on 25 May 21
       
      Just sounds easier and less time consuming if it can fit most assignments. Not sure all general rubrics however can be used for all assignments/assessments.
  • accurately measuring
    • mcairney
      mcairney on 25 May 21
       
      I think rubrics still are written to be very gray. Students may still have a hard time knowing exactly how or what is needed to be graded as proficient.
  • However, for the student to successfully
    • mcairney
      mcairney on 25 May 21
       
      I would argue that students also need practice using a rubric to measure against examples. A consensus should be reached within the class and discussions should be had around what the critera mean and examples of what it would look like.
  • specific
    • mcairney
      mcairney on 25 May 21
       
      I love single point rubrics for more specific rubrics. I think they are much more clear about what students need. They have it or they don't.
  • colleague
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
kkoller

Implementation in an Elementary Classroom (Articles) - 0 views

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

shared by kkoller on 27 Jul 16 - No Cached
  • Reduced recess, cuts to physical education courses and limited free time in the classroom coupled with an increasing emphasis on testing are propelling this decline all over the country.
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      Increased emphasis on 'teaching to the test' and as well as reduced funding to schools directly impacts students. Resources are declining while requirements are not, making it difficult for teachers to allow for play which as stated in this article is "how children are wired to learn."
    • kbolinger
      kbolinger on 30 Jul 16
       
      Agreed! An emphasis on covering the overwhelming number of standards and testing, testing, testing!!!...leads to limited instructional hours spent on play.
  • By engaging multiple areas of the brain simultaneously, play links to “foundational capacities such as memory, self-regulation, oral language abilities, social skills, and success in school,”
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      Play involves creativity, curiosity, problem- solving and what if thinking which are all intertwined in the early years of learning.
  • Ask them how they like to learn and present their knowledge, and what their favorite activities are
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      So important to ask students how they like to learn and what their interests are. Helps you to not only create a learning plan, but to better communicate and understand them as well.
  • ...12 more annotations...
  • They started small, and they've grown and honed their strategies each year.
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      When changes are made in a school too quickly, and without training, or guidance, they fail. This article gives good tips on implementation over a period of time. "One step at a time."
  • Expert learners and assessment as learning is the key for learners taking responsibility for their learning
    • albertscarr
      albertscarr on 28 Jul 16
       
      This would be cool to have them create their own tests, and then when they finish they can see if they achieved everything they set out to do.
  • Inquiry-based instruction, a teaching technique rooted in questioning — both students’ questions about the material under investigation and the interrogation of students by teachers to elicit understanding
    • albertscarr
      albertscarr on 28 Jul 16
       
      Studies have proven that children learn better by doing and not just sitting in a desk all day.
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      100% agreed.
  • Students who miss time to play miss opportunities to let their minds soar and connect the dots between what they do at their desks and what surrounds them in the world
    • albertscarr
      albertscarr on 28 Jul 16
       
      This is why I give my students an hour to an hour and a half to play each day. I know they are learning valuable lessons!
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      The conversations little ones have when playing make me smile! They are certainly learning by doing!
  • Survey parents about their children.
    • albertscarr
      albertscarr on 28 Jul 16
       
      Parents are probably the best way to get to know the students.
  • You will use your Class Learning Snapshot to determine the physical redesign of your classroom based on different examples of learning zones and flexible learning spaces
    • kbolinger
      kbolinger on 30 Jul 16
       
      I was just curious as to how often teachers have to redesign their classroom. Do they do it at the beginning of each year only? Or is it necessary to update personal learning profiles AND redesign many times throughout the year?
  • I may ‘correct’ these misconceptions and later the students may even be able to answer test questions on the subject properly.” But they may not — and, she contends, frequently do not — give up those misconceptions
    • kbolinger
      kbolinger on 30 Jul 16
       
      This statement was an "aha" for me. It makes me wonder about my own teaching and how often students have given me the correct answer, when questioned or on a test, and whether or not they actually believe it!
  • Check for understanding
    • kbolinger
      kbolinger on 30 Jul 16
       
      In the past couple of years I have been trying to do more quick checks for understanding (with a variety of short formative assessment) and it has been so simple and effective! It helps me plan lessons that are tailored to student needs.
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      Great..I also use the thumbs up thumbs down quick check.
  • lass Learning Snapshot that guides what a teacher anticipates their learners strengths, challenges, aptitudes, interests, preferences, and needs. We introduce the Personal Learner Profile.
    • kkoller
      kkoller on 01 Aug 16
       
      Does Class Learning snapshot come from CAST or is it from your own classroom assessments? As a district we use STAR for Reading and Math. Though this I am able to get a learner profile for each student/ group of students.
  • inquiry-based instruction stands a better chance of demolishing the misconceptions — eliminating them completely — by encouraging and allowing students to discover fundamental principles on their own.
    • kkoller
      kkoller on 01 Aug 16
       
      Inquiry based instruction allows students to dig right into their learning, take what they already know or think they know and apply it. The hardest part for teachers is giving up the control to your room, and allow students to "just go". I love the conversations with students after they discover a misconception because you can ask them to dig deeper by thinking why. 
  • Teachers struggling to find time for both free and structured play may find it beneficial to fuse the two.
    • kkoller
      kkoller on 01 Aug 16
       
      I try to every Friday to do "Friday Fun". During this time I set some boundaries, but allow for a lot of student creativity. I pick out certain recess toys, students then come up when they see someone take the one they want to play with, however I limit it to only 4 or 5 a game. If there are too many they have to decide on their own who gets to stay. Once they are playing they have to decide what they are playing and solve problems amongst themselves. They cannot involve me in anyway, unless obviously something breaks or isn't working. 
  • Find online materials for different levels.
    • kkoller
      kkoller on 01 Aug 16
       
      Would this be like using a program like Mobymax??? Online sites that provide multi grade level worksheets?? 
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