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Barbara Day

Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teachi... - 1 views

www.edweek.org/...02digital.h04.html

writing digital moodle_iowa

shared by Barbara Day on 01 Jul 11 - No Cached
  • Another distinction between the two types of writing is that while traditional writing formats, such as journaling, are frequently used for private reflection, digital writing is almost always meant for an audience.
    • Ginny Kraus
      Ginny Kraus on 01 Jul 11
       
      I agree that personal writings are more often found in journaling and by hand while digital writing (wikis, blogs, communications) is for an audience - to be published for others to see.
    • Barbara Day
      Barbara Day on 18 May 14
       
      I like the terminology, digital writing, technology based visual aid.  Wordle or Tagxedo would be good to include in Moodle.
  • Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.
  • ...9 more annotations...
  • By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
  • they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
  • Of the many digital tools Malley uses, Google Docs has been one of the most transformational, he says. Google Docs stores documents on the Web, so they are accessible from anywhere, and allows users to share their work with others—making it easy to edit or co-author a piece.
  • Although digital and traditional writing diverge in some ways, their roots are very much alike.
  • Solid conventional writing skills are the basis for making short films as well,
  • The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake.
    • Barbara Day
      Barbara Day on 18 May 14
       
      Identify which objectives or Common Core Standards you are meeting. If you can't, then you need to rethink the use of this tool.
  • Outside of their classes, students most often encounter digital writing—that is, writing created or read on a computer or other Internet-connected device, as defined in Because Digital Writing Matters, the book Eidman-Aadahl co-authored. While digital writing melds visual, audio, and text, “so much of school writing is consciously in the other direction,” says Eidman-Aadahl.
  • digital writing skills are critical to “college and career readiness.” Digital writing assignments “match the real world” and give students experience composing “in a form people will actually read,” she says.
  • as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle.
  • Ginny Kraus on 01 Jul 11
     
    Article about using technology for teaching writing in schools.
Jennifer Riedemann

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by Jennifer Riedemann on 12 Feb 14 - No Cached
  • Assessing Learning
    • Evan Abbey
      Evan Abbey on 12 Feb 14
       
      Assessing Learning
  • I wonder if the concept of peer evaluation is exclusive to higher education institutions in the USA
  • encourages the student to consider actions that he or she demonstrated to support the team
    • Jamie Van Horn
      Jamie Van Horn on 12 Feb 14
       
      Self assessment can lead to higher learning and increased performance as the student's refer to the assignment criteria on the rubric.
  • ...38 more annotations...
  • learning occurs in, and is mediated by, social interaction
    • Jamie Van Horn
      Jamie Van Horn on 12 Feb 14
       
      This seems to be a more realistic way to learn since this is how the majority of workplaces function.
  • quality of comments
  • good grade
    • Jamie Van Horn
      Jamie Van Horn on 12 Feb 14
       
      This seems like a loaded statement to me. Are we trying to get a good grade or are we trying to master the course material?
    • Jennifer Riedemann
      Jennifer Riedemann on 20 Feb 14
       
      I took it to mean that when students learn more and make their work better, it should lead to an improved grade.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Jamie Van Horn
      Jamie Van Horn on 12 Feb 14
       
      Teachers need to be education on how to teach this effectively to their students. The biggest problem is teachers finding the time to teach this on top of all of the other "requirements" that they are mandated to teach.
    • Jennifer Riedemann
      Jennifer Riedemann on 20 Feb 14
       
      I agree. It is hard to find time, but definitely a process that ends up saving time in the end as students take more ownership of the assessment process.
  • having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      There can be benefits and disadvantages to keeping students in the same group. Especially with younger students, they may want to "group shop" if they develop a disliking to one or more group members. If the groupings are short term, it's easier for students to understand they need to learn to work with all types of people.
  • Students feel ill equipped to undertake the assessment.
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      If students have never experienced self- or peer assessment until college, they are "ill-equipped to undertake assessment" and do it well. The same teacher/instructor strategies apply. It's probably less likely it will be well-received.
  • for every subsequent essay I received number grades with no comments from a minimum of two peers and as many as four…
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      Hattie calls this "corrective feedback". Like a checkmark or "OK" it has no value in improving student learning.
  • One example is outlined in Lu & Bol’s paper I quoted earlier, which is the phenomenon of social loafing or hide-in-the crowd behaviours associated with anonymity. Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      An issue with MOOCs.
  • when the learning environment cannot provide the conditions as mentioned above
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      Another issue with "MASSIVELY Open Online Courses".
  • MOOCs that are not for credit
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      Lowered expectations? Less vested interest?
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme.
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      The recurring theme results from college students' experiences. They are accustomed to course syllabi and a lack of instructor transparency.
  • careful self-assessment
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      Attention to detail.
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy.
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      Having tried peer reviews in triad groups with a university class of non-traditional students, I can attest to the fact that scoring members of the group can devolve into personality clashes.
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive
    • Sally Rigeman
      Sally Rigeman on 13 Feb 14
       
      It promotes successful life-long learning.
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      I noticed that when I have done this ty[e of evaluation, my students were sometimes very hard on themselves. They put their own contributions down or tried to minimize the work that they did. I was somewhat surprised by this, becuase I figured most students would want to brag about what they had accomplished in hopes of getting a better grade. I have since moved away from most group projects, but still wonder why this occurred.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      I have seen this pressure happen, but not so much because of friendships. When my students peer edit something, they tend to provide more feedback for students who may not be thought of as the smartest in the class, whereas the student who is considered the best in the class will receive little to no feedback on his or her paper. I think my students feel that they are not in a position to correct someone's Spanish abilities if they feel that they are not as smart as them. I would love it if anyone had ideas on how to fix this!
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      Are these two effective because peer editing is not a very valid way of grading? I found it interesting that these were mentioned. I never have my students grade each other, rather I have them edit things together and evaluate together as part of a formative assessment rather than a summative one.
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      I started using a checklist with my online student this semester, and found that it has made a lot of difference. Each week, she has a checklist of requirements to meet, and she is to check them off when they are completed. We have both talked about the fact that she understands the goals of the week much better and feels like she is better with time management now because of it. She can now self-assess what she has finished and what she has yet to accomplish.
  • self-assessment is not the same as self-grading
    • Jennifer Riedemann
      Jennifer Riedemann on 14 Feb 14
       
      This is true in the same way peer assessment is not the same as checking your neighbor's paper.
  • the classroom must be supportive
    • Jennifer Riedemann
      Jennifer Riedemann on 14 Feb 14
       
      This is why the Assessment for Learning model used with the Iowa Core shows the process occurs within a collaborative classroom culture.
  • p work can be more successful when students are involved in developing the assessment process
    • Dan Jones
      Dan Jones on 14 Feb 14
       
      Experience tells me that the motivated students will help develop the assessment process. You have to make sure there is accountabliity for all students involved
  • • When operating successfully can reduce a lecturer's marking load
    • Dan Jones
      Dan Jones on 14 Feb 14
       
      This is a true positive of peer assessment. A lot of the work gets done before the teacher looks over the product. I have seen some teachers use peer assessment as a replacement for their own grading process.
  • each group member completes an evaluation on his or her team members which is then submitted to the instructor. The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • Dan Jones
      Dan Jones on 14 Feb 14
       
      I like this idea, it most likely gives the most accurate assessment of a group member's contribution to the process. It also most likely provides motivation for the individuals to contribute.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Dan Jones
      Dan Jones on 14 Feb 14
       
      The goal setting process is important but I think wrongly implemented at times. Teachers have to make sure their students know how to write a good goal and you have to follow through and assess progress toward the goal. Good idea to model the goal writing process
  • but more allows the other group members to express his or her dissatisfaction
    • Rick Vettraino
      Rick Vettraino on 16 Feb 14
       
      When I give group assignments, which is often, and receive complaints about one student not doing the work, my feedback is usually: "this is part of collaborative work and to learn to bring that student on board".  Does not always work so I take the comments into consideration.
  • Overall this assignment works well, though perhaps a contributing factor to its success, is thesize of the groups which are usually limited to 4 participants, and often are as small as 3 team members.
    • Rick Vettraino
      Rick Vettraino on 16 Feb 14
       
      I have also used a barter system where students are given so much capital to trade with the students in their group.  This seems to work well although cumbersome to facilitate.
  • to examine how he or she contributed [or did not] to the group process.
  • students internalize the characteristics of quality work
    • Jennifer Riedemann
      Jennifer Riedemann on 20 Feb 14
       
      This makes me think of Royce Sadler's work and his description that, "students must come to hold a conception of quality that matches the teacher's."
  • students critically review their own work with an eye for improvement.” (p. 172) They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
  • Peer assessment allows the group members to provide a score or some kind of measurement on team members levels of participation and contributions
    • Jennifer Riedemann
      Jennifer Riedemann on 20 Feb 14
       
      What I'm struggling with most in this article is the idea that we should be incorporating "participation" and "contribution" with a student's grade. Perhaps this is mainly because the focus here is on higher education, where the grade is the only form of reporting achievement of the course expectations. In a standards-based environment, we advocate for separating behavior from achievement in a course grade, so that the grade more accurately reflects what the student knows relative to the content expectations.
Deb Henkes

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

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

digital literacy digital citizenship moodle_iowa resources

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

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

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

digital citizenship moodle_iowa

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

Digital Citizenship in Schools | Scoop.it - 0 views

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

digital_citizenship Scoop.it resources digitalcitizenship

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

Education Needs a Digital-Age Upgrade - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...on-needs-a-digital-age-upgrade

education digital technology

shared by Deb Henkes on 23 Sep 11 - No Cached
  • Deb Henkes on 23 Sep 11
     
    Simply put, we can't keep preparing students for a world that doesn't exist. We can't keep ignoring the formidable cognitive skills they're developing on their own. And above all, we must stop disparaging digital prowess just because some of us over 40 don't happen to possess it. An institutional grudge match with the young can sabotage an entire culture.
anonymous

Digital Is - 0 views

digitalis.nwp.org/640

kindergarten Ollie_iowa

shared by anonymous on 16 Jul 15 - No Cached
  • ell, the struggles paid off, and my kids are creating their very own digital writing to prove it. Kindergarten kids, with relatively little teacher support are making digital stories about why they love their families, who they are, and what the best parts of kindergarten are. These young writers are creating multimedia projects with such voice and such emotion about their families and themselves. They are passionately explaining the highlights of kindergarten so that next year’s class will know what to expect. The kids are creating iMovies and using a digital camera, scanner, or the Internet to add photos and, some times add video from a Flip video camera. These projects are created collaboratively with each student having his or her own part in the whole.
  • anonymous on 16 Jul 15
     
    Technology in kindergarten
Marcia Jensen

Schools, technology, test scores, and the New York Times | Dangerously Irrelevant - 1 views

dangerouslyirrelevant.org/...es-and-the-new-york-times.html

shared by Marcia Jensen on 13 Oct 11 - No Cached
  • Support ratios that are 3 to 10 times higher than in other sectors don’t result in meaningful, reliable technology usage.
    • Angie Hance
      Angie Hance on 13 Oct 11
       
      This seems to be true with all schools that I work with - a very small IT staff and, with perhaps 1 exception, the person is no a tech integration specialist - only working on the hardware and networking.
    • Marcia Jensen
      Marcia Jensen on 10 Jan 12
       
      I think the ratio of personnel to computer is a big problem at our school.
  • few teachers have been trained well to use digital technologies to improve learning outcomes
    • Angie Hance
      Angie Hance on 13 Oct 11
       
      Have seen this too. Districts purchasing smart boards and projectors, for example, and teachers not knowing the first thing about how to use them. They end up being used like older technologies! Get fired up about training!!!!
  • We still primarily see learning environments where teachers push out basic information to student recipients and then assess them on the kind of stuff that you can find on Google in 3 seconds
    • Angie Hance
      Angie Hance on 13 Oct 11
       
      how can we support teachers when there is so little time for training!
  • ...4 more annotations...
  • Deep, rich technology integration training that has the potential to change educators’ pedagogy is rare.
  • In case we haven’t noticed, it’s a digital world out there (and will be even more so in the future). What’s the alternative to putting learning technologies in the hands of students? Is there one? Knowledge workers in the real world (i.e., outside of school) use computers to do their work. Can educators really claim to be relevant to life outside of schools while simultaneously ignoring the technological transformations that surround them, as if digital technologies were a fad that were going to go away?
  • Digital technologies and the Web WILL change education, teaching, and learning. Maybe not yet, at least not in the ways that we hope (and definitely not in the ways that we think). Maybe not until we get our collective act together and actually get serious about these technologies and start recognizing their learning potential and begin doing the things we should be doing to realize their affordances.
  • (“Learning also has come from the surprises I have found in the 1300-plus comments readers have posted. From those comments, I have received ideas I had not considered, sources sending me off to explore other topics, and counter-arguments I had overlooked.”).
Barbara Day

Digital Storytelling - Kathy Schrock's Guide to Everything - 0 views

www.schrockguide.net/digital-storytelling.html

digitalstorytelling writing

shared by Barbara Day on 17 May 14 - No Cached
  • Barbara Day on 17 May 14
     
    Resources for digital story telling, as well as classroom ideas, and how it meets the Common Core.
rhoadsb_

https://blog.capterra.com/gym-classes-go-digital-how-tech-changes-physical-education/ - 0 views

blog.capterra.com/ech-changes-physical-education

moodle_iowa

shared by rhoadsb_ on 02 Feb 19 - No Cached
  • rhoadsb_ on 02 Feb 19
     
    Gym Classes Go Digital: How Tech Changes Physical Education
anonymous

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by anonymous on 08 Apr 18 - No Cached
  • give students choice
    • brarykat
      brarykat on 08 Apr 18
       
      Giving students choices significantly changes the dynamics.  The interview with these Finish educators was done in 2010, so eight year ago.  I believe most of what they mentioned has been introduced to us in these AEA courses or through district pd.  I'm glad to see our knowledge of how to implement has been nurtured even if we haven't had the opportunity to put it in action yet.
  • they are getting away with less work and effort
    • brarykat
      brarykat on 08 Apr 18
       
      I appreciate number of expectations being included in student choice.  Their perspective about work and exuding effort might change over time and experience. 
  • nto math class? It does fit
    • brarykat
      brarykat on 08 Apr 18
       
      Such a true opinion of Math not allowing students to easily make learning choices.  I appreciate their examples of how it can work.  I'd like to see more and in my age range.  
    • bbraack
      bbraack on 08 Apr 18
       
      I am also glad the article showed an example of how to use in math. Reading some of the articles in this course, I have always been wondering how I could use PL in my math classes. I am glad this article gave and example. I too would also like to see more examples for how to use it with my students in Algebra 2.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      This would be the content area with the biggest frequency of teachers asking how they could embed technology into their specific content area. Glad to see examples!
  • ...42 more annotations...
  • it makes for a less traditional- looking classroom
    • brarykat
      brarykat on 08 Apr 18
       
      Opportunities for teachers to shift into personalized learning through layout of classroom space, students taking active role in their learning path, and teachers allowing method of completed work to be student choice.  Implementing concepts can be done at comfort level of the teacher.
  • 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.
    • brarykat
      brarykat on 08 Apr 18
       
      Robyn Howton identifies personalized learning isn't just putting a chromebook in the hands of students and saying "Ok, do whatever you want."  PLE takes time, planning, and dedication that students will benefit from choice and ownership in their learning.
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
    • bbraack
      bbraack on 08 Apr 18
       
      I can understand how it would take a teacher to be more organized when students are choosing their own way to present material. The teacher in a traditional setting would have all of the students use the same method or material for learning, where now each student can have a different way to learn the material and present it. The teacher would have to have some knowledge of the different types of ways students could use to learn and present.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Agreed, I think that teachers would have to look for more characteristics of presentations rather than a specific set of measurable criteria. You could try to set up a rubric based on criteria, but I still think teachers would need to be open should a student show up and do something that meets learning standards yet defies the confines of a rubric.
    • dassom
      dassom on 22 Apr 18
       
      I think this is where teaches shut down. Teachers think that Flipped learning or Personalized learning is less work, in reality it is a lot more work. It'd be easier to keep track of 20-30 kids on exactly the same path.
  • I use all of this data to inform adjustments
    • brarykat
      brarykat on 08 Apr 18
       
      Coming from an early childhood/elementary teaching background the idea of continual assessment makes sense.  Checking for understanding during informal situations can lead to students getting help sooner.  It might be just tweaking a thought or more in-depth reteach, but the student will  have the opportunity to "get it" and move on compared to a final grade at the end of the unit and never understanding a portion or whole concept.  That isn't providing our students the best learning environment.
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • bbraack
      bbraack on 08 Apr 18
       
      When students have a choice, it does make them feel like they are a part of their learning and not just having someone else tell them what they are to learn and how they are going to go about learning the material. It gives them a reason to do the lesson and feel powerful in doing it.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Yes. Not just for kids. When I'm not micromanaged and feel that my support system supports my learning and interests, I am much more inclined to be engaged, productive, satisfied, etc.
    • anonymous
      anonymous on 26 Apr 18
       
      We experienced that in our Personalized Professional Development this year. We were able to select an area of interest, learn about it, then present what we learned. We had very positive feedback and pretty motivated on PD days!
  • My next goal is to let them “test out”
    • brarykat
      brarykat on 08 Apr 18
       
      I think this is such a good idea.  It would take an organized, dedicated teacher to be willing to take this step.  How many behavior issues arise because students are bored because they already know the concept?  Give these students the chance to be challenged with deeper level of the topic.  The difficulty is it may take professional development, teacher willing to collaborate with global colleagues, and time.  Baby steps are still better than no step at all.  
  • I mean it is easy for me to learn because I can pick assignments that let me do my best work
    • brarykat
      brarykat on 08 Apr 18
       
      To me this kind of reaction from students is one we should all be striving to receive.  Our world has changed and continues to evolve, we need to change with it.  
  • people who believe that they have control tend to be more motivated
    • brarykat
      brarykat on 08 Apr 18
       
      I think many of my students feel they have no control over anything.  This statement can be a powerful motivator used with integrity.
  • A sense of purposefulness or meaningfulness is also heightened if the activity strengthens relationships with others.
    • brarykat
      brarykat on 08 Apr 18
       
      I think this sentiment is true for all of us.  I am more motivated and engaged in assignments for these courses when I know the completed project has practical use with my students or staff.  Not many of us appreciate busywork to my knowledge.  We just don't have time for it.
    • anonymous
      anonymous on 26 Apr 18
       
      I am the same way.Time is precious and I want to spend time in things that are meaningful and that I can actually put to use in my classroom.
  • It is less stressful to her and focuses the students on what they need to do to regain control.
    • bbraack
      bbraack on 08 Apr 18
       
      When I have students talking too much during class or "goofing around", I have had them choose who is going to move. Like the article says, it is less stressful for me and the students usually end up apologizing and gaining control of their situation. Again, they feel they are a part of it and are taking ownership instead of someone telling them exactly what to do.
  • to use the students’ questions rather than her own to frame discussions,
    • brarykat
      brarykat on 08 Apr 18
       
      I do a middle school battle of the books requiring students to submit 2 questions from each book they read.  They are expected to read a certain number of books to participate.  It was a game-changer when I started using their own questions instead of mine.  They were more engaged, listened for their questions, and teams were more excited about participating.  It really works!
  • Choices like this honor divergent ways of thinking a
    • brarykat
      brarykat on 08 Apr 18
       
      Not only does it honor divergent ways of thinking, it also allows students to be exposed to another way of thought that they may not have considered.  Therefore helping students understand the concept even more and recognizing the creativeness of others.
  • schools must provide appropriate professional development opportunities, both from within and beyond the school setting
    • brarykat
      brarykat on 08 Apr 18
       
      I worked in a school district on the cutting edge of personalized learning.  The district ended up dissolving it back to traditional teaching.  I think a major factor in it's failure was this point… ongoing professional development and support have to be in place.
  • vision must pervade the organization, top to bottom
    • brarykat
      brarykat on 08 Apr 18
       
      Interesting… this was another reason it failed.  Our district was split - buildings had nontrad vs traditional teachers. It was tearing the system apart.  From my experience I believe the vision has to be realized and accepted by majority across all positions for success. 
  • this preparatory process
    • brarykat
      brarykat on 08 Apr 18
       
      I understand this isn't the end all solution, but using a process like this could have saved that program from failing.  
  • This is not a method, but an art and a talent
    • brarykat
      brarykat on 08 Apr 18
       
      Some teachers just have it… and others can learn aspects of it.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      I think this is what concerns educators and the general public when considering the implementation of personalized learning practices. Left to their own devices, students may not select the most appropriate or rigorous activities/topics. The success of personalized learning will include the teacher's ability to challenge that process when necessary.
  • Therefore, personalized teaching is not an isolated, or isolating, phenomenon. Instead, it combats the deadening effects on learning that result from teachers’ isolation and anonymity in large school settings.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      While I'm glad and agree that personalized learning can help accomplish this, I think the reason provided could be true when implementing other programs/systems/philosophies. The more teachers collaborate, the better the respective learning environments.
  • Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      Great example of the many benefits of personalized learning. In this case, personalized learning and the completion rules alluded to actually create time for the teacher to work more closely with students. This is a win-win situation.
  • Not every program lends itself to choice, of course, but even then there are opportunities.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      I think it's important to remember that flexibility and adaptability are important during implementation of personalized learning. Not everything will fit neatly and work flawlessly. If viewed as an opportunity or a challenge rather than a problem, the chances for success greatly improve. It always comes back to finding that right mix and balance of instructional practice and processes.
    • dassom
      dassom on 22 Apr 18
       
      If you have the opportunity to test this out in a face to face classroom I think it is important to not force this idea just because it's the new thing you learned about. If you want it to be successful it needs to make sense within the classroom and it needs to be authentic.
  • 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
    • blockerl
      blockerl on 15 Apr 18
       
      I agree that you have to be more on top of things, but I really think that it helps to ensure good communication with students. Those quiet students are less likely to fall through the cracks. Plus, if we weren't checking in on the students and their choices, we would be nagging them to get what they have not interest in doing done.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the materia
    • blockerl
      blockerl on 15 Apr 18
       
      I really like the idea of starting small. It's the best way to do any transformation, but we often think we have to change all things at once. It's a nice reminder that we don't have to. A little at a time. :)
    • dassom
      dassom on 22 Apr 18
       
      I like the term they used a release because for this to be successful it is what the teacher has to do. They have to release control of the learning.
  • creating a website, or writing a script for a video that they then record.
    • blockerl
      blockerl on 15 Apr 18
       
      Great idea! Sometimes I think we essay kids to death . . . for what purpose? Don't get me wrong, essays and formal writing is important, but I don't know that writing an essay has to always be the only way.
  • students receive a digital review of the research proce
    • blockerl
      blockerl on 15 Apr 18
       
      I'd be interested to see more of what this digital review looks like. Does she have different videos for each step of the research process? This is an interesting concept.
  • Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • hansenn
      hansenn on 18 Apr 18
       
      You would just have to create a rubric that would cover all of the ways students could produce a final project. The rubric would have to focus on the learning targets not what the project looks like. I would assume students would be presenting this work.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • hansenn
      hansenn on 18 Apr 18
       
      What happens if a student does not work on the project? If the project takes a long period of time and they wasted too much time then They may not have time to finish it. I understand how student's might fail and that is part of learning. Middle School students need some time management help when keeping on track. It would be difficult to totally let go.
    • dassom
      dassom on 22 Apr 18
       
      I think this is where my hold up would be on a project. It's hard for me to see my students fail. Especially when the student is actively trying to succeed. Failure is a part of real life but I think I'd try to do too much of the work for the student so ensure success.
    • dykstras
      dykstras on 23 Apr 18
       
      I'm with you guys here. Real life has deadlines ... and consequences for not meeting those deadlines. Personal(ized) learning requires a total growth mindset from both the student and the teacher. I'm not sure I'm there yet. Can't relinquish that control totally. I've tried blending my instruction and that's not going the best. Turning them loose completely scares me.
  • they liked it because it was what they picked.
    • hansenn
      hansenn on 18 Apr 18
       
      Must students do enjoy the learning more if they have some choice. Some of the math class would have to be the same, but students would like choice where available. Or you could have students think how they might use a certain skill in their real lives.
  • One of you needs to move. You decide.
    • hansenn
      hansenn on 18 Apr 18
       
      Interesting idea, I would love to see a video of this in action. The teacher must have taught conflict resolution skills. Many students do not have the skills to complete this task. Maybe with the help of a peer mentor, on their own would be difficult depending on the age of the students.
    • dassom
      dassom on 22 Apr 18
       
      This is a cool idea. I would also like to know more about how this works in class. I think putting the uncomfortableness on the students might help improve the behavior more quickly.
  • Learn from others. I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine. But I didn’t give up, and eventually I had more successes than failures. My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is HUGE! The whole thought can sometimes be overwhelming. I think the time and effort that it takes to develop this type of learning can be overwhelming, but once you have it done it is simply then managing and updating as needed.
  • Let students make choices. When I first embarked on this mission, I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material. Since then, I have learned that a more personalized approach to assignments — which is also aligned to the ISTE Standard for Teachers addressing digital age learning experiences and assessments
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      Giving students choice - hard concept for teachers to grasp at times. We have always been the ones in control. Learning has shifted to more student driven. We just need to get our teachers there.
  • One strategy that many teachers use to foster higher levels of interest and engagement is choice. However, research in the past decade has revealed that choice is not necessarily a cure-all for lack luster motivation. While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is something I struggle with. I might have an amazing class setup, but if the student is not motivated by what I have setup how do I reach them? The struggle is real!
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Lately I've been studying some of the culturally responsive pedagogy discussion protocols that we'll learn more about next year, and the biggest factor that I see repeating is not only should the content be engaging, but some students need support in getting started. Some students need discussion protocols in order to feel like they have a valid voice. I think engagement and inclusion go hand in hand.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible. Since motivation depends upon an individual’s perceptions of control, purpose, and competence, students may perceive the same set of options differently. For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      I think that it is okay to start out with fewer choices to get students use to the system and then add on as the students seem to be catching on. Too many choices might be overwhelming.
  • ore rigorous, challenging, engaging and thought-provoking curriculum.
  • Use the technology you have.
  • more to creating blended lessons than simply adding technology.
  • math had a purpose in relation to something they cared about.
    • dassom
      dassom on 22 Apr 18
       
      Changing the titles of graphs may help motivation but I struggle even in my 10 year of finding ways to gets meaningful connections. I find more success it making the math attainable to all the students so that it's not "too hard" to complete.
  • collecting data
    • dassom
      dassom on 22 Apr 18
       
      This is necessary to test if the learning is the same. Ideally the personalized lessons make it more meaningful, but if the kid is interested in learning but is not learning as much as a traditional classroom, is this okay? Is it acceptable?
  • This flipped learning setup frees up my students to use classtime to practice their skills.
    • dykstras
      dykstras on 23 Apr 18
       
      I have tried this two years in a row now and just can't get the kids and parents to buy in. In today's day and (digital) age one would think kids would rather watch videos on their favorite device as 'homework' and do their 'homework' at school where there are under lock down anyway. Why can't I get my kids to buy into this concept?
  • lack of motivation among students
    • dykstras
      dykstras on 23 Apr 18
       
      I see this as the biggest hurdle in this movement. You take an unmotivated learner and give them the autonomy to 'personalize' their learning and you risk totally losing them. You better have a system of tight checks and balances in place to keep them on track.
  • Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.
    • dykstras
      dykstras on 23 Apr 18
       
      For those of you non-elementary folk (of which I am now a part of) this reminds me of the dreaded end of program thematic unit from the late 90's early 2000's. In order to graduate I had to produce a multi week, multi subject area unit covering math science social studies and language arts. Now I think that's easier to pull off when you are the sole teacher. Trying to incorporate something like this in a middle, or god forbid a high school, would be extremely challenging. But I have an idea that centers around baseball if anyone wants to join forces :-) An idea like this has lifelong learning implications.
  • believe they will succeed during challenging activities tend to be more motivated
    • anonymous
      anonymous on 26 Apr 18
       
      This is where we will see growth in student knowledge. They will be more willing to test things if they are motivated for success.
  • who, what, when, where, and how questions.
    • anonymous
      anonymous on 26 Apr 18
       
      These were questions we has when students were doing research for World Peace Day. These are also the base questions for informative writing.
Lisa Jacobs

educational-origami - Bloom's Digital Taxonomy - 1 views

edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

moodle_iowa blooms

shared by Lisa Jacobs on 15 Feb 11 - Cached
  • Eldon Bird on 15 Feb 11
     
    You might like this resource for planning online. It is a digital version of the Bloom's Taxonomy.
Amy Burns

CogDogRoo - home - 0 views

cogdogroo.wikispaces.com

moodle_iowa web2.0 wiki storytelling tools digital_storytelling presentation technology writing

shared by Amy Burns on 14 May 11 - No Cached
  • Amy Burns on 14 May 11
     
    Great list of Web2.0 tools with emphasis on digital storytelling.
  • Amy Burns on 14 May 11
     
    I use this site often for ideas relating to digital storytelling.
Jill Carlson

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

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

shared by Jill Carlson on 30 Mar 18 - No Cached
  • all children don’t learn the same way and personalization seems to honor those differences
    • krcouch
      krcouch on 30 Mar 18
       
      we need to personalize learning for students so they can grow as learners.
    • dassom
      dassom on 04 Apr 18
       
      I like the part about honoring the differencees, When we ignore the difference in our students we are not really doing that great job of teaching. Sometimes it may be more work, but teaching the same way or in the same style everyday is also not fair to our students. Mix it up some days even if you can't fully commit to personalization.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There are many things teachers can do on the daily to make learning different for students. The important thing to remember is to start small and not overwhelm yourself by trying to do too many new things at once.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • krcouch
      krcouch on 30 Mar 18
       
      agreed we need to have students with different mindsets and be able to grow as learners, Not just doing the same as all other kids
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      Right. No longer are the majority of our students needing a certain skill set which allowed them to return to the farm as soon as possible. So much discussion that our school system still operates as it did 100 years ago. We must address this.
  • “personalization,” “engagement” and “flip.
    • krcouch
      krcouch on 30 Mar 18
       
      Love the idea of all of these. I think the wave of the future is flipping the classroom and personalizing students' learning.
  • ...51 more annotations...
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • krcouch
      krcouch on 30 Mar 18
       
      love this idea
  • master a set of skills mandated by people who have never met them
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      A learner profile is a fundamental element of a personalized learning system. The use of this technique is preferred over "one size fits all" approaches to learning. Many do not want things to be mandated to them and we know that relationships are an integral part of positive learning experiences.
  • but meaningful (and truly personal) learning never requires technology
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      This is sage wisdom/advice that we can't forget. Some folks try to make it seem like you need the tech when in fact you don't. As public servants, we have to think carefully and choose wisely when it comes to decisions on software/hardware and the cost/benefit involved.
    • dassom
      dassom on 04 Apr 18
       
      When using anyone else's resources it's important to be skepitcal. The resource has the obvious puprose of teaching or informing the student of something or teaching tem something, but technology is not necessary to perzonalize the learning, the method or way to personalize learning my be very low-tech.
    • anonymous
      anonymous on 24 Apr 18
       
      This really moves personal learning up in Bloom's taxonomy. Allows students to analyze and create with or without technology.
  • it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      The empowered learner can create their own educational opportunities. Not many people like to wait in lines, anywhere. Definitely not in school and without personalized learning, we put our students in positions at times where they have to wait for others to come along or for some other external factor beyond their control.
    • carlarwall
      carlarwall on 06 Apr 18
       
      It is so interesting to think about the possibilities that personalized learning could provide to so many students of all abilities.
  • We often say we want creativity and innovation
    • hansenn
      hansenn on 01 Apr 18
       
      Sometimes when I give students the freedom of choice it motivates them to learn and others students lack curiosity and need guidance to spark innovation.
    • brarykat
      brarykat on 03 Apr 18
       
      Too many choices can also make it confusing for students.  I hope this class will provide strategies to use with those unmotivated students.
  • student moving through a prescribed set of activities at his own pace. The
    • hansenn
      hansenn on 01 Apr 18
       
      Even this personal learning at your own pace would be difficult if students were interacting with other students in forum. Forums would need to be done at some set time.
    • brarykat
      brarykat on 03 Apr 18
       
      Personalized learning should have flexible pacing, within reason.  Classes should still have deadlines and set expectations providing framework for students to succeed.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There is certainly a difference between personalized learning and working on a set list at your own pace.
  • Technology was strikingly absent from these conversations. I
    • hansenn
      hansenn on 01 Apr 18
       
      To me technology or blended learning would have to play some role in getting away from the one-size fits all model. Technology allows students to explore on their own and offers many resources to do so.
    • brarykat
      brarykat on 03 Apr 18
       
      Technology also allows time to be part of student choice.  The flexibility of doing online assignments provides more options with programs, research, and making .connecting world-wide.
  • standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • hansenn
      hansenn on 01 Apr 18
       
      The skills needed for real life jobs and situations cannot be accessed by standardized tests. Students should be learning about how to be innovative and creative to solve real problems.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers feel the pressure to follow districts curriculum so closely that they are scared to get away from teaching traditionally and giving students the opportunity for personalized learning.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      I think it all starts with the empowered learner and follows with the teacher's ability to guide as necessary, the learner has to be at the center and making the majority of the decisions around the learning plan with support as needed.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • bbraack
      bbraack on 03 Apr 18
       
      I agree flipping doesn't always help students become better learners of their own education, but I think it does help students learn the lesson since they are able to view videos and then do more deeper problem solving. But it doesn't drive their own learning, we are still telling them what they need to learn.
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.
    • bbraack
      bbraack on 03 Apr 18
       
      When something is "Personalized" for a student, I feel we still have given the student what they need to learn what they are interested in, the technology, the resources, etc. If learning is supposed to be about what the student wants to learn, then they should be the ones to find the technology and resources they need to learn. That way, it is more personal to the student.
    • carlarwall
      carlarwall on 06 Apr 18
       
      I completely agree with this statement. Many students will still need that adult guidance and supports and then the teacher can step back and allow students to work toward their next steps.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • bbraack
      bbraack on 03 Apr 18
       
      If a student doesn't have a choice or a limited number of choices in what they want to learn or how to tackle a problem, then it truly isn't Personalized. The teacher still had some say in what or how the student was to go about learning the information or problem and how to solve it. Students need complete control and/or choice in the way they go about learning their interest.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,
    • bbraack
      bbraack on 03 Apr 18
       
      It is true we always ask students to be creative and innovative so that they feel like they have control of what their end product is, but when we have the state and districts tell us what needs to be taught and then give standardized tests, the personalization has disappeared.
  • control and compliance.
    • brarykat
      brarykat on 03 Apr 18
       
      Standardized testing and required assessments do not jive with personalized learning.  They are ways to assess student understanding of concepts but are examples of the control and expected compliance in our current educational system.
  • truly personalized learning experience requires student choice
    • dykstras
      dykstras on 03 Apr 18
       
      Here lies the sticking point with most teachers ... giving students a choice. Finding creative ways to do this, along with meeting standards and expectations will be the challenge of today's generation of educators.
    • blockerl
      blockerl on 03 Apr 18
       
      I agree with you. It is challenging to provide choice with all of the expected standards and CFAs, etc. How do we honor all things? I love to give my students choice, but it isn't always easy. Is it only the content where they don't get much choice? Can we vary our process and product options to allow for choice there?
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I think it would benefit us to see lesson plan or video examples where student choice is present while still addressing the standards. I think we talk a ton about the why but then struggle when coming up with concrete steps.
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • dykstras
      dykstras on 03 Apr 18
       
      Unfortunately for me, this describes my 'flipping' experience as well. In my mind, they should be learning the material at home by reading, watching videos, and doing research and practicing, applying, and extending their learning at school. In reality what I have experienced is that only truly motivated learners want to learn this way and experience success. Forcing it on someone does not work ... and in the sense of this article is nowhere personalized learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      Agreed Shawn. "We" the teachers are still in charge of the students learning. We haven't given over control to the student yet.
  • “delivery of instruction.”
    • dykstras
      dykstras on 03 Apr 18
       
      Interesting how the connotation with this phrase has changed over the years. One might argue in my early teaching years this was number 1 on the list of things a teacher better be good at. Today 'good teaching' is more about being a facilitator of knowledge and not the delivery boy of it.
  • The main objective is just to raise test scores
    • dykstras
      dykstras on 03 Apr 18
       
      I long for the day when this isn't even a consideration! Until then, this topic must appear in every article like this. Ironic timing...we give the Iowa Assessments tomorrow and guess what, my boss(es) aren't asking me for my personalized learning plans, but rather what tactics were recently employed to raise test scores and show growth.
  • while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community
    • dykstras
      dykstras on 03 Apr 18
       
      Excellent advice to end with, personal does not equal individual
  • resource rich
    • blockerl
      blockerl on 03 Apr 18
       
      I'm interested to see what "resource rich" looks like. If students are in charge of their own learning, what are the best resources to provide them? Is it that we have a lot of options like databases for them to draw the information, or is it the teacher's job to do some of that curation?
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • schma3
      schma3 on 03 Apr 18
       
      We spend too much time doing things TO kids. And not giving students ownership.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is a critical step to get our students started. This is just like swimming. We could throw them in the deep end and see what happens or we could start in the shallow end and give them the tools and skills needed to be successful. I vote for the later!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree with both of you. Educators do spend too much time doing things TO kids instead of guiding them to learn it for themselves. The critical step is to get them started by encouraging them to try and fail at new things. Students don't know a world without devices but they don't know how to utilize those devices as learning tools. That is the starting point in the shallow end of the pool (or as I know it - elementary school.) It is just as important to give them the skills needed to use the tools as it is to give them the tools.
  • short term.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • schma3
      schma3 on 03 Apr 18
       
      So true....putting technology in front of a student, does not magically make a student learn.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree. They need to be exposed to the skill sets needed to utilize the technology as tools for learning.
    • carlarwall
      carlarwall on 06 Apr 18
       
      The challenge some teachers see with this idea is that using the technology is the easy way to get kids engaged. There were ways to engage students in learning before schools went to the one to one concept.
  • moving ownership of learning away from the teacher and more toward the student
    • schma3
      schma3 on 03 Apr 18
       
      Who's doing the work? Flipping has become a very surface level strategy- as he said, taking care of those mundane housekeeping tasks, not really taking advantage of the possibilities!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      Well said! Flipping a classroom doesn't change learning ownership. It is just a different way to do the same teacher led lecture. It is not any different then creating or scanning a worksheet to do on the computer.
    • schma3
      schma3 on 05 Apr 18
       
      That's a great way to think about that...who own's the learning? We haven't changed instruction or how the instruction is given.
  • for
  • A term like “mass customized learning,”
    • schma3
      schma3 on 03 Apr 18
       
      Wow...someone really thought this phrase was a good idea??
  • kids spend much of their time learning with and from one another.
    • schma3
      schma3 on 03 Apr 18
       
      Thinking about how adults learn best- isn't that how we learn? Collaboratively with others? Rarely do I learn in isolation.
  • tandardized way
    • dassom
      dassom on 04 Apr 18
       
      It's important that you have a standardize way of addressing the personalization. You need to know the end goal and the different pathways they can get there. If you jump into this without proper preparation you could loose some kids along the way.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task
    • schma3
      schma3 on 05 Apr 18
       
      I think about how much I have learned outside of a classroom or a course. In education we have to get over ourselves thinking that once a student leaves our high schools they know everything they need to know and will never learn again (outside of school). Unfortunately- our assessments drive this. If a student is proficient, they are "good". :-)
  • huge disruption
    • dassom
      dassom on 07 Apr 18
       
      I forgot about this phrase from our previous learning. Maybe it was in our Blended Book? I think it's a important phrase to keep in mind. If you are being true to updating your classroom/curriculum to match modern students it MUST be a disruptive environment.
  • skeptical
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
  • It requires the presence of a caring teacher who knows each child well.
    • blockerl
      blockerl on 04 Apr 18
       
      It is important for me to know and understand my students. I think sometimes, after having new students year in and year out, we forget to do the little things that helps us to really know our students. I always appreciate the reminder.
  • “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests.
    • blockerl
      blockerl on 04 Apr 18
       
      Umm, I can't help but think about the CFAs we are creating in our teacher teams. Are we doing things wrong?
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I think this is a very powerful statement. Every learner, whether they are young or old, will be more engaged in their learning if they are given the opportunity to decide their own courses of study with others who share their passion.
  • A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
  • Will Richardson
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
  • synthesize and analyze information into original productions.
    • carlarwall
      carlarwall on 06 Apr 18
       
      This type of personalization also adds the higher order skills from Bloom's Taxonomy and is more rigorous for students.
  • nothing to do with the person sitting in front of you
    • emmeyer
      emmeyer on 21 Apr 18
       
      PERSONalized learning is all about the person sitting in front of you, not what is easy for the teacher.
  • allows students to work at their own pace and level, meets the individual needs of students
    • emmeyer
      emmeyer on 21 Apr 18
       
      When students are able to work at their own pace and level, they thrive. They are able to complete and correctly practice the skills that are being taught to them.
  • But as is so often the case in education, I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is sad, but true. Often in education, we jump in without fully understanding what makes something truly effective. Or we put our own spin on it to make it easier/ "more effective."
  • And while they come from the same root, those two words are vastly different
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is a very important distinction. Personal learning teachers students to become lifelong learners!
  • personalized environment gives students the freedom
    • anonymous
      anonymous on 24 Apr 18
       
      Students would love to have "freedom" in a classroom.
  • with access to the sum of human knowledge in our pockets
    • anonymous
      anonymous on 24 Apr 18
       
      Who needs to learn any more when we can "Google" the answer? I've heard this comment time and time again. So now we need to set a new standard in how students learn.
  • promote and give opportunities
    • anonymous
      anonymous on 24 Apr 18
       
      Yes, give the students opportunities for personalized learning. Students can choose their opportunity, it's not owned by the teacher.
  • bits of information, not the construction of meaning.
  • word
  • only choice
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      When students are given choice, learning is more meaningful to them.
  • eave little room for the kind of authentic, whole-child personalization many teachers dream of offering
  • many school district leaders require public school educators to teach a specific curriculum
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers want to provide personalized learning but are not always allowed the freedom they need. Teachers feel the pressure of 25+ students in one classroom meeting the standards they need to meet.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Each school district will need to have a conversation about what personalized learning is to be on the same page.
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?
stephfelts6609

11 Digital Education Tools For Teachers And Students - eLearning Industry - 0 views

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  • Animoto is a digital tool that allows you to create high-quality videos in a short time and from any mobile device, inspiring students and helping improve academic lessons. The Animoto interface is friendly and practical, allowing teachers to create audiovisual content that adapts to educational needs
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
susanbrown87

Article(s): Self- and Peer-Assessment Online - 2 views

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

shared by susanbrown87 on 21 Aug 20 - No Cached
  • Represent a student's progress over time
    • jbuerman
      jbuerman on 21 Aug 20
       
      I think this would be a great way for students to collect information throughout their school career to show what they've learned and to see how far they've come. Now with digital tools, students could create a digital portfolio to showcase their work for every grade/class.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I think this is a great idea!
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      This was talked about in our school when we went 1-1. The important part that was missed is it was more of summative work included than the progress made by students. This is somewhat defeating to the purpose.
  • taught strategies for self monitoring and self assessment
    • jbuerman
      jbuerman on 21 Aug 20
       
      This is definitely something that needs to be taught and students need to understand what it's being used for. Those that see the importance of self-monitoring are students that excel in their learning!
  • Students may be reluctant to make judgements regarding their peers.
    • jbuerman
      jbuerman on 21 Aug 20
       
      Using anonymous digital tools could make this a little less intimidating for students.
  • ...23 more annotations...
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant
    • jbuerman
      jbuerman on 21 Aug 20
       
      Showing these different pieces of work is critical to helping the students be able to judge their own work. We are often our own worst critics and sometimes need to recognize that we are doing things the right way!
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I agree. Have you ever heard of the strategy "My Favorite No"? I'm thinking that it might be getting toward the self-and peer-assessment avenue. The teacher selects a student's assignment that has an error - but she refers to it as her "favorite error" because it will help us all learn. Then she shares that student's work (anonymously). The entire class gives feedback on the error and how to fix it as well as discusses why the teacher chose this error to showcase. This strategy creates an environment in which students are taught that mistakes are learning opportunities. It also helps students be more reflective of their work.
  • a team grade AND a grade allocated for the peer evaluation
    • jbuerman
      jbuerman on 21 Aug 20
       
      I think this is a great idea - especially in online learning. For small group work, having students rate their team as well as each other based on their work will be a good idea since the teacher will not be "present" in every second of the group meetings. (I'm thinking of breakout rooms on Zoom or students meeting in small groups outside of class time)
  • •Students feel ill equipped to undertake the assessment.
    • bushb13
      bushb13 on 22 Aug 20
       
      It is important to be able to reflect on your own work to learn and make improvements. How do we teach these skills to students?
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
    • bushb13
      bushb13 on 22 Aug 20
       
      I know there are students in my school district that fall into this group. They may want to actively participate, but don't have the skills. I think this is when it is VERY important to scaffold the task, so students can learn the process in small steps.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      I agree. Giving students specific things to look for and trespond to as Evan has in our class would be very helpful and give students more direction in evaluating.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it
    • bushb13
      bushb13 on 22 Aug 20
       
      I think this happens a lot when we ask students to complete a self-assessment. It is difficult for anyone to think of self-assessment as a tool to learn and make the work better, rather than a method to "grade" the work.
  • Overall this assignment works well, though perhaps a contributing factor to its success, is thesize of the groups which are usually limited to 4 participants, and often are as small as 3 team members.
    • bushb13
      bushb13 on 22 Aug 20
       
      This method seems like it would help an instructor manage or facilitate lots of students in a large online course. Assigning them small groups, monitoring the groups, and providing feedback to a limited number of participants at a time would help me (the instructor) provide more effective feedback.
  • •Provides more relevant feedback to students as it is generated by their peers.
    • bushb13
      bushb13 on 22 Aug 20
       
      I agree that students like to hear the ideas and feedback from their peers. However, the feedback must be relevant and useful. This means we also have to teach students how provide effective feedback. This takes more time to plan and more class time to teach...
  • •increase student responsibility and autonomy
    • dsunderman
      dsunderman on 29 Aug 20
       
      I find these tricky skills to instill in my 4th graders. For some students the maturity level is not there to master this. Other students have not been asked to take on responsibility outside of school.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      At what age can peer and self assessments be done with a level of success? Is this feasible in elementary school?
  • •lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • dsunderman
      dsunderman on 29 Aug 20
       
      Active learners are so much more invested in their learning. It is an awesome thing to see.
  • •Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Expectations must be very clear and well laid out or this process is painful for all.
  • •When operating successfully can reduce a lecturer's marking load.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Love this!
  • •The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • dsunderman
      dsunderman on 29 Aug 20
       
      At the 4th grade level I would not use peer assessment as part of a students grade. 4th grade is a good starting point for teaching students how to peer assess and how to use that feedback to improve their work.
  • •Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • dsunderman
      dsunderman on 29 Aug 20
       
      I struggle with laying out the process well so students do not become frustrated with it.
  • students must have a clear understanding of what they are to look for in their peers' work
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      This statement resonated with me because often times I hear teachers express concerns about peer assessment because students won't know how to give good feedback. It all comes back to whether or not students have a clear understanding of the expectations - the model. If students truly understand what is expected - and they value the project - they will be able to give quality feedback to each other.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive
  • Group work can be more successful when students are involved in developing the assessment process
  • They also recommend that teachers share expectations for assignments and define quality
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I believe John Hattie would call these expectations/definitions of quality "success criteria."
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      I often said to my former 5th graders, "Check your work before you turn your assignment in." or "Go back and check your work." The students would simply look at their paper for a few more seconds and then try to turn it in again. I used to get so frustrated. What I didn't realize back then was that the students didn't know how to check their work. I needed to explicitly teach them what that looks like as well as what they should be checking for. Did they even know the success criteria? Did I give them any expectations for quality?
  • by viewing each groups’ discussion board within the LMS. In cases with a non-participating group member, he intervenes with an email to the student.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      This would be an example of how an online course would be easier to do this than with a face-to-face course. The idea that as the teacher you could look over the group discussions via the LMS and have a clear undrstanding of the participation of all group memebers is something that you wouldn't have in an oral discussion via a face-to-face setting. It is also one of the most common issues with group work - what if one of the members isn't doing anything?
  • Self evaluation and team grade.
    • erinlullmann
      erinlullmann on 29 Aug 20
       
      Would there ever need to be a situation in which you utilized all three assessments of group work - peer, self, and team?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      The whole point is to increase collaboration. Students need to realize the importance of this. Forcing them to see if they are a contributing team member which is greatly valued in the workforce.
  • The instructor must explain expectations clearly to them before they begin.
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      I see this all to often being neglected. Whether it is overlooked, taken for granted or for high school and college students teachers think it has been taught before. In order to be effective this has to happen from each instructor.
  • •Encourages student involvement and responsibility
    • susanbrown87
      susanbrown87 on 30 Aug 20
       
      Anytime we can encourage the students to be more responsible for their own learning is a plus. When students self assess they can take control of their learning. This would need to be modeled to be effective.
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