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mcgillicutty

Skype | Free calls to friends and family - 0 views

www.skype.com/en

Moodle

shared by mcgillicutty on 08 Feb 16 - No Cached
  • mcgillicutty on 08 Feb 16
     
    This is the Skype website. This is great for video calls, free phone calls on the computer, sending files, and pictures.
dixieluna

Implementation in an Elementary Classroom (Articles) - 0 views

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

shared by dixieluna on 16 Jul 18 - No Cached
  • Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • hinzmanna
      hinzmanna on 16 Jul 18
       
      One of my greatest struggles right here!! The teacher in me wants to give my students knowledge and help them grow when in reality their learning will be more genuine and they will grow more if I pose more questions to help guide them to answering their own question rather than just telling them.
  • “Everything I do should contribute to students’ success outside of class,” she says, “and it’s never too early for kids to learn how to get along in the world.”
    • hinzmanna
      hinzmanna on 16 Jul 18
       
      Yes!! So many times activities and learning are only centered around the school setting, but shouldn't we all start preparing and practicing what learning and engaging with others should look, sound, and feel like outside of school?
  • Play is, after all, the way children are wired to learn
    • hinzmanna
      hinzmanna on 16 Jul 18
       
      YES!! I agree and I think we should roll with that and allow more learning through play in our younger classes. Honestly, it isn't much different than the idea of learning by doing in the older grade...learning about chemistry by performing an experiment, learning about gardening by planting and tending a garden...you see where this is going...
    • trudicabrera
      trudicabrera on 19 Jul 18
       
      I completely agree with this statement, so many of our students learn through doing. Students learn how to interact with one another by socializing during play. This brings up an interesting and maybe "far-out" there question...but there seems to be a rise in behaviors in classrooms today--we are also having to take recesses away because we are expected to cover so much material in the day. Do you think these problems go hand-in-hand? or just an interesting coincidence?
  • ...14 more annotations...
  • the academic and social emotional learning benefits inherent in play are too vital to overlook
    • hinzmanna
      hinzmanna on 16 Jul 18
       
      I wholeheartedly believe this! I know it is not so easy to incorporate play into every aspect of a school day and some schools don't allow it, but like this article states, "the benefits are too vital to overlook" so it is something to strive to provide the best one can within their classroom.
  • fuse playful movement and learning.
    • hinzmanna
      hinzmanna on 16 Jul 18
       
      Sometimes even starting with a simple adjustment to the plan to allow for some simple movement can be just what the students need to learn the material better and control their body instead of being expected to sit and learn it. This is something I have been trying very hard to incorporate in anything I plan for the students, for the sake of all of us!
  • Reduced recess, cuts to physical education courses and limited free time in the classroom coupled with an increasing emphasis on testing are propelling this decline all over the country.
    • Jill Carlson
      Jill Carlson on 17 Jul 18
       
      We are seeing this at our school as well. In the afternoon our first graders do not have a recess. I have started having brain breaks in the afternoon and usually do "Go Noodle" to get the kids moving.
  • y engaging multiple areas of the brain simultaneously, play links to “foundational capacities such as memory, self-regulation, oral language abilities, social skills, and success in school,”
    • Jill Carlson
      Jill Carlson on 17 Jul 18
       
      This is interesting to me! I never thought of the brain research involved in playtime.
  • Such activities require children to add numbers, hold each other accountable, self-regulate and solve any problems or disputes that arise.
    • Jill Carlson
      Jill Carlson on 17 Jul 18
       
      This is such an important lifelong skill. this type of practice is so important for children!
  • Do your research.
    • Jill Carlson
      Jill Carlson on 17 Jul 18
       
      I may need to share some of this research with my building principal!
  • Students who miss time to play miss opportunities to let their minds soar and connect the dots between what they do at their desks and what surrounds them in the world.
    • trudicabrera
      trudicabrera on 19 Jul 18
       
      This brings up a very important point...for our students who are struggling to get their work completed because they are distracted or are unsure about what they are doing--are having to miss recess to complete their work. Pros/cons?Keeping a student inside for recess in my opinion is the last resort. We need to remember that this kids are just that, kids; and they need to be given times to play and interact with their peers.
  • These crucial, play-derived social skills prepare us all to live agreeably alongside others
    • trudicabrera
      trudicabrera on 19 Jul 18
       
      Having this free play time to interact with other students is extremely important, especially in today's society when so many of our students are sitting behind screens far too often.
  • "How?" The short answer is: one step at a time.
    • trudicabrera
      trudicabrera on 19 Jul 18
       
      I wish I could highlight this whole article, wow! I have been struggling with this mindset, how am I going to makes this work for my 20-28 students in my classroom. This article had so many great and great ideas to try and start out with. One step at a time!
  • “The first thing we do is begin an ‘I see — I wonder’ exercise,
    • dixieluna
      dixieluna on 20 Jul 18
       
      This activity is very engaging. It assists with the "buy-in" that is necessary for student learning. I like how she poses questions in such a way that the students begin to "wonder" about the tasks as well.
  • Throughout the remainder of the unit, they theorize, test, analyze, experiment, and share and review results at various work stations Ms. Moore establishes in the classroom
    • dixieluna
      dixieluna on 20 Jul 18
       
      What is most exciting here is that the students theorize, test, analyze, experiment, and share result without realizing it. This is not a lecture course where students are listening, taking notes, and memorizing all of these scientific methods. Since the students are "doing science" they are more likely to remember this scientific process!
  • She sets up math and literacy centers in her classroom where students play games, such as a math-oriented Go Fish, a card game that requires students to apply their knowledge of place values
    • dixieluna
      dixieluna on 20 Jul 18
       
      I have set up a "math with a partner" rotation during my math block. The students LOVE it! It is structured and students are taught how to play (being fair, taking turns, etc.). I think that one reason games are so engaging is because very few play board games or card games with their families at home. This is a new experience for them. Most importantly they are learning and practicing what they have learning without even knowing it!
  • Teachers struggling to find time for both free and structured play may find it beneficial to fuse the two
    • dixieluna
      dixieluna on 20 Jul 18
       
      TIME...always an issue, right??
  • Here are their tips
    • dixieluna
      dixieluna on 20 Jul 18
       
      These are great tips. As I read through the articles I was thinking; how can I get to know 24 students (their interests, learning styles, etc.) in a way that is efficient. I enjoyed reading these tips. These 5 minute and 5 day activities could be used at the beginning of the school year to help determine some ways to differentiate in the classroom.
tmolitor

Adaptive Learning System Articles - 1 views

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

shared by tmolitor on 03 Apr 19 - No Cached
  • The phrase “adaptive learning” is an umbrella term that applies to an incredibly broad range of technologies and techniques with very different educational applications. The common thread is that they all involve software that observes some aspect of student performance and adjusts what it presents to each student based on those observations. In other words, all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • k_gibson
      k_gibson on 03 Apr 19
       
      So is this basically differentiation but always with technology?
    • taylormunson
      taylormunson on 07 Apr 19
       
      I am wondering the same thing. I initially interpreted this as differentiation using technology, however it seems to be a combination of technology and teacher differentiation.
  • A math student makes a mistake with the specific step of factoring polynomials while attempting to solve a polynomial equation, so the program provides the student with extra hints and supplemental practice problems on that step.
    • k_gibson
      k_gibson on 03 Apr 19
       
      We have a program similar at my school for math. I just never knew the educational term for it as, "adaptive learning." I learned something new. Cool!
  • 5 Benefits of Using Adaptive Tech in Online Learning
    • k_gibson
      k_gibson on 03 Apr 19
       
      All 5 of these benefits are amazing! When our district purchased our current math program used at the elementary level, EveryDay Mathematics (EDM), they also purchased the online/tech package. This allows for teachers to do most of the things this section is talking about. I didn't realize this tech stuff was known as adaptive learning, but it's cool that we are already doing it. It makes me feel like we are helping our students well!
  • ...29 more annotations...
  • but rather, drives learning from start to finish by incorporating the right mix of online and face-to-face instruction where suitable.
    • k_gibson
      k_gibson on 03 Apr 19
       
      I like this point! You hear people joke about teachers becoming extinct with the progression of technology. First, I don't think that is true, and second, I don't think it's wise. No matter the amount of technology we have, present and future, teachers can never be replaced. We need human-to-human contact so we learn lessons from someone with real-world experience, not a robot.
    • k_gibson
      k_gibson on 03 Apr 19
       
      The blend of human teachers and tech is a nice sweet spot, I think.
    • jennham
      jennham on 07 Apr 19
       
      I agree with you absolutely. All of these wonderful programs are just that...programs. The teacher is still the essential component. The programs can aid the teacher in teaching and the student in learning, but should not be considered a replacement.
  • A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information.
    • cmanring
      cmanring on 04 Apr 19
       
      As a social studies teacher this is something that interests me. At times while grading a test important information will be missed. This would allow a check before the assessment.
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      The continuous learning piece. Awhile back I was creating my own units and lessons. The hard part was the timing of quizzing on past concepts. Very cool that it is built in to the program.
    • anonymous
      anonymous on 07 Apr 19
       
      I like this built-in technology/piece. I do something similar with my vocabulary with students (which is much easier to include)- every week they review/are quizzed on review words as well as new ones.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I like the idea of retesting about past information on every new test. It will help the students retain the information for more than just one test day.
  • For example, most teachers probably don’t know the details of how frequently and at what intervals humans should be retested on a memorized fact in order to ensure that fact gets into long-term memory.
    • cmanring
      cmanring on 04 Apr 19
       
      Once again as a social studies teacher I deal with a lot of facts. Memorization is not a bad thing and at times is the most efficient way to gather information. My main objective though is to ensure that the information is retained.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      As a social studies teacher I used to test over lots of facts, dates, figures. But that didn't test over whether or not a student understood the concept or big picture of what was really going on. I know test over very few facts/dates and more on big ideas and concepts.
  • Adaptive learning technologies are potentially transformative in that they may be able to change the economics of tutoring.
    • cmanring
      cmanring on 04 Apr 19
       
      I am in a rural school with over 50% free and reduced lunch. Being able to have something that could help students, and on a more individual level really has my interest. Just being introduced to this technology it seems to me that it would be a tremendous help in reviewing for a test.
  • Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
    • cmanring
      cmanring on 04 Apr 19
       
      This would be my concern as some interpretations of History do not coincide with what is commonly accepted as fact/the truth. A simple trial run by the teacher should validate the quality of the product and it's usefulness.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you're exactly right. The teacher would have to first check it over to see if it was good or not.
  • Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      It sounds great. However, what if the student doesn't understand what the tutor is trying to teach. Would it have the ability to adapt to meet the student's need so he/she can understand it.
    • anonymous
      anonymous on 07 Apr 19
       
      I think that depends on the system/program. Some will have multiple alternatives in case the student continues to make errors. If not, that's where the teacher's guidance/assessment still comes in.
    • mistermohr
      mistermohr on 17 Apr 19
       
      Ultimately, it is the students choice if they want to dig into corrective of suggested help pathways
    • tommuller4
      tommuller4 on 17 Apr 19
       
      If every kid has a tutor that would make our job so much easier. We wouldn't have to use class time reteaching material or go over something multiple times to teach it to the kids who are absent for whatever reasons.
  • They can free up faculty to spend more time doing what they do best in the classroom—work that is not replicable by a machine
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      It would give teachers more time to build relationships and make connections.
    • tmolitor
      tmolitor on 25 Apr 19
       
      It would be awesome to have more time in the classroom to talk to students about their interests and everyday lives.
  • Adaptive learning products track how each student is doing and provide teachers with class reports.
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      I love how some of the programs (kahoot, quizizz, google forms) give me immediate feedback on how the students scored and a breakdown of the accuracy of each question. It saves me hours and hours of extra work.
    • taylormunson
      taylormunson on 07 Apr 19
       
      It has been very interesting reading about adaptive learning and coming to the realization that I utlitze some of these tools in my own classroom already. For example, I use Google Forms with my students quite often. I love the immediate responses that I am able to see and also the ability to provide constructive and timely feedback to them as well. I actually use this tool to track my writing and reading conferring notes.
  • Journal of Interactive Media in Higher education found no significant difference in exam scores for students enrolled in Open Learning Initiative’s introductory statistics course (which contains adaptive learning) compared to the traditional course. Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      What a crazy statistic! 50% less time to learn the content and scored the same. It would free up a lot of time. What would we do with that time?
    • anonymous
      anonymous on 07 Apr 19
       
      When I started reading this, I was like oh- what is the point, if they're getting similar scores? Don't we want this to be an improvement? But the time needed to learn is pretty huge. In a personalized learning environment, that means they can move on to the next topic to master or explore on their own. It also gives struggling students a chance to approach more content.
    • mistermohr
      mistermohr on 17 Apr 19
       
      I agree, mgast, this is a crazy stat!! Hopefully, we would use it to do things machines can't do. Intensive intervention, one-on-one assistance, etc.
  • "Many of the so-called ‘adaptive learning' platforms are really more like content recommendation systems -- like Amazon or Netflix," he said. "I don't see where the learning is adaptive. The content is not changing in response to the students."
    • mgast40diigo
      mgast40diigo on 05 Apr 19
       
      Sounds more differentiated than personalized.
    • kmolitor
      kmolitor on 17 Apr 19
       
      Excellent point, Matt! We want students to have more say in what they are learning than just giving them recommendations, however, some students might need the recommendations...at least at first.
  • this technology might be most useful, which is often in remedial education
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I wonder if this technology is good only for skills based content. I wonder if it may also be useful for students who need a challenge in the classroom.
    • mistermohr
      mistermohr on 17 Apr 19
       
      Megan, Does it change the idea of advanced students altogether? In my mind, everyone would be learning in their zone of proximal development regardless of where they are supposed to be learning based on grade level.
  • Adding the tech makes it possible to personalize at scale.
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      We have been personalizing education since the beginning of time, but until recently we have not been doing at the scale tech will allow.
    • kmolitor
      kmolitor on 17 Apr 19
       
      I completely agree Megan! We have the ability at our fingertips to do this yet we have been using our 1:1 environment predominately as through substitution.
  • , nonlinear approach
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      don't see any non-linear approaches to the adaptive technology in my district.
  • $12,000,000 in what would have been lost tuition
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I wonder what the long term benefits for students who completed learning this way.
  • redesign a developmental math program
    • mrsmeganmorgan
      mrsmeganmorgan on 06 Apr 19
       
      I am glad they picked this area of focus. I know that this is the gatekeeper to post secondary education.
  • Tutors, in the American usage of the word, provide supplemental instruction and coaching to students on a one-on-one basis.
    • taylormunson
      taylormunson on 07 Apr 19
       
      When I heard adaptive learning described as a "tutor" I automatically thought of Khan Academy. This resource is a tutor designed to help students of all ages in math. The content based resource helps ensure students get an overview of concepts as well as opportunities to practice skills and this can be altered based on student performance.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Tutoring today is a great tool. It used to be just sitting down with someone to teach it to you but now you can watch videos, use the internet, or teachers can video themselves and make it available for students.
  • Don’t be content to merely argue that you can’t be replaced by a machine. That’s a losing strategy. The winning strategy is to prove it.
    • taylormunson
      taylormunson on 07 Apr 19
       
      It is discouraging to realize that there are people out there who feel "machines are replacing" teachers, teaching or basic jobs. As a teacher, I feel it is my job to expose my students to tools that will benefit them and their education. In the 21st century, this means they are using adaptive learning tools to help them do things that otherwise couldn't be done or couldn't be done as efficiently. I think this last statement was the most powerful. We can not sit back and expect that telling people these tools are beneficial will work.. we must continue to find the best uses for them and prove that they do.
  • And above all, they help each student to figure out exactly where she is doing well and where she still needs help.
    • jennham
      jennham on 07 Apr 19
       
      This idea in adaptive learning is new to me. I previously thought the AL programs scaled the difficulty up or down, depending on the student's performance. I did not know they could also offer help and reteaching.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think it is amazing what all these programs can do for kids. It still involves the student to have to want to learn, but everything is at their level!
  • Getting them to understand when to trust a grammar checker and when not to trust it is a lot harder.
    • jennham
      jennham on 07 Apr 19
       
      This is so true and can be difficult to teach. I can (usually) tell when to use and when to ignore my grammar hints, but there is no way all of my 4th-graders would be able to decide when it is right and when it is wrong. At least, not every time. The teaching and learning of the skills is still a necessary foundation.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I just had a teacher come up to me today, and say that she was reading a students story and the student had misspelled lots of words. The computer didn't catch it because technically the words were spelled correctly just not the words she was trying to use. Instead of proof reading the student just assumed the spell checker would catch everything.
  • Adaptive learning is a uniquely innovative, albeit expensive,
    • jennham
      jennham on 07 Apr 19
       
      Herein lies the problem. With adaptive learning programs being able to give teachers data on how their students are learning AND instant feedback to each student, how do districts afford to have multiple programs for every student?
  • "The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.
    • jennham
      jennham on 07 Apr 19
       
      I am very curious as to what he considers to be "cheaply"?
    • kmolitor
      kmolitor on 17 Apr 19
       
      Do you think it's in reference to the fact that computers or tech is so much cheaper than it was orginially? I remember (dating myself here) when the Apple IIE first came out and our kids were young and I told my husband we had to get one...well it was a 4,000 big toy. There wasn't internet then and all they kids did was play Oregon Trail:-)
  • They are tools that should be understood and employed appropriately by skilled educational practitioners.
    • anonymous
      anonymous on 07 Apr 19
       
      I think it's important to remember a lot of these are still just products, and a company trying to sell a product. They have limitations, and educators/individuals interested in using them need to understand those limitations (and potential!) to use them appropriately and get the most out of them.
  • Students can also get a clearer idea of when they’re ready to move on.
    • anonymous
      anonymous on 07 Apr 19
       
      This is potentially great for both teachers and students- as grading/providing feedback can consume a lot of an educator's time. Having instantenous response AND additional resources/reteaching is invaluable.
  • tutors
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think of adaptive learning as the first level of differentiation that a teacher would do if they were able to work in small enough classes.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you really make a great point when you say teachers would do it if the class sizes were small enough. It seems like class sizes keep getting larger which makes some of this impossible without technology.
  • unstuck on a particular step that he hasn’t quite understood
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think this immediate feedback, corrective and actionable steps to improve knowledge are key in long term student success.
  • on-demand data
    • mistermohr
      mistermohr on 17 Apr 19
       
      I think it is essential that this isn't an additional step for teachers. The data has to be accessible while the assessment is occurring. Then trends can be monitored.
  • their own time, at their own pace
    • mistermohr
      mistermohr on 17 Apr 19
       
      We know how important this is in personalizing learning
  • At the time of that launch, the ASU program had helped the university to hold onto
    • mistermohr
      mistermohr on 17 Apr 19
       
      This is the motivation that k12 education does not have. Adaptive Learning makes sense, but its creation and adoption in k12 education isn't really incentivized.
  • The company describes it as "a behavioral-analytics-based teaching and learning platform designed to deliver personalized pathways in education."
    • mistermohr
      mistermohr on 17 Apr 19
       
      This sounds awesome! I wonder what the learning curve looks like...
    • kmolitor
      kmolitor on 17 Apr 19
       
      I agree! I do wonder how willing most people in the US are to changing education...this is how it was when they went to school and it should stay this way...I find to be the mentality of many.
carlarwall

Implementation in an Elementary Classroom (Articles) - 1 views

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

shared by carlarwall on 12 Apr 18 - No Cached
  • observing or engaging in an event,
    • krcouch
      krcouch on 12 Apr 18
       
      Love the idea of engagement and observing...not just talking about it but doing it!
    • brarykat
      brarykat on 14 Apr 18
       
      Tactile and kinesthetic learners thrive in engaging with a concept… not just reading about it or hearing a lecture on the topic.
  • Inquiry-based instruction
    • krcouch
      krcouch on 12 Apr 18
       
      my favorite way to teach. I want them to explore and learn about the topic their way. and present their learning their way
  • The first thing we do is begin an ‘I see — I wonder’ exercise,”
    • krcouch
      krcouch on 12 Apr 18
       
      Love this idea...seeing what they want to learn and developing activities from there. Very personalized. Great idea
    • brarykat
      brarykat on 14 Apr 18
       
      Each of my students were given a clipboard to do this activity during every field trip. If I was coordinating field trips today I would give choice between writing it out with a clipboard or using a mobile device.  The field trip then because a true educational experience with expectations of sharing their experience/learning with classmates, blogs, and/or school social sites.
  • ...18 more annotations...
  • one of two key benefits of playing: promoting academic learning. The building of social emotional skills is the other. Play is, after all, the way children are wired to learn
    • krcouch
      krcouch on 12 Apr 18
       
      If only we promoted this more and allowed the littler kids to play and learn and develop at their own pace. Sorting on their own by just playing is great. My daughter does the same thing at 3 years old and I am amazed by things she knows...just from playing and watching...
    • brarykat
      brarykat on 14 Apr 18
       
      Early childhood classrooms usually include a discovery zone. Theme of items are changed out weekly, giving children exposure and ways to manipulate sand, water, snow, etc. It's amazing to watch their understanding of the world around them develop when given opportunities to explore.
    • tifinif
      tifinif on 21 Apr 18
       
      Play time is a great place for kids to also get away from using a device all of the time. They have to think for themselves, learn to communicate and use their imagination. All of the things that they might not be getting at home.
  • Start a faculty book club
    • brarykat
      brarykat on 14 Apr 18
       
      I have done this in different ways based on staff choice.  Meeting in person once a week (during lunch, prep, or outside of school) with one specific title of a book for fun; professional development book; or everyone sharing about the book they read individually.  Some staff have little to no time to meet outside of school so I created a staff book club on Google Classroom.
  • A modern educational tool Ms. Moore considers indispensable for effective inquiry-based instruction is the set of graphic organizers known as Thinking Maps, which help children categorize information in visually coherent ways. “Many teachers mistakenly assume kids know how to think,” she say
    • jwalt15
      jwalt15 on 16 Apr 18
       
      Thinking maps are a great way for children and adults to categorize information. I agree with the statement that teachers mistakenly assume that kids know how to think. Thinking is a very complex task that requires practice. Children need guidance in how to stay focused and concentrate on categorizing information.
    • carlarwall
      carlarwall on 24 Apr 18
       
      And through modeling and scaffolding with students, they will eventually learn how to do this skill more independently.
  • “Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
    • jwalt15
      jwalt15 on 17 Apr 18
       
      This is such a powerful statement that I agree with wholeheartedly! I have noticed it more this year than in the past. Kids don't know how to think or interact well with each other. They need more time to play and less time on instruction and technology.
  • Incorporating free play, guided play or something in between may require some creativity on the part of educators, but the academic and social emotional learning benefits inherent in play are too vital to overlook.
    • jwalt15
      jwalt15 on 17 Apr 18
       
      Integrating play into personalized learning gives learners of all ages an opportunity to be creative and make better connections to current knowledge. It also allows students the chance to be in control of their own learning.
  • Introduce one new tech tool. Digital tools -- such as video cameras, drawing software, or Web applications like Google Earth -- can really expand students' options for learning and showing their knowledge (here's what this looks like at Forest Lake). Pick just one new thing at a time, and experiment with it for yourself before introducing it in class.
    • jwalt15
      jwalt15 on 17 Apr 18
       
      Learning new tech tools can be an overwhelming task especially if one grew up before the technology revolution. Picking one digital tool and focusing on that for awhile will help both the teacher and students become more confident and comfortable with using technology for personal learning.
  • They started small, and they've grown and honed their strategies each year.
    • tifinif
      tifinif on 21 Apr 18
       
      I think that this is important. How many times do we have a "new" program that we jump into with both feet and try to make it perfect over night. Things like this take time and if we want kids to be successful we have to take our time and learn as we go as well.
  • Stay current. Keep the discussion alive with colleagues in your school and in social networks (such as Twitter, Edutopia, and others) to find fresh ideas and avoid stagnating.
    • tifinif
      tifinif on 21 Apr 18
       
      This is key and we need more time to learn from each other. Some of the best in-services or meetings are the ones where we come away with something new to try the next day.
  • Free or unguided play is the most natural way to forge these connections.
    • tifinif
      tifinif on 21 Apr 18
       
      I just had my students complete a project using "play" time on their chrome books. Sometimes with technology the best way to learn is by playing. Kids love when they can show the teacher something new that they have learned.
    • emmeyer
      emmeyer on 22 Apr 18
       
      So true! My students always love it when they can teach me something!
  • Free or unguided play is the most natural way to forge these connections.
  • but opportunities to provide those benefits are on the decline.
    • emmeyer
      emmeyer on 22 Apr 18
       
      Sad but true. With our school schedule this year, there is no wiggle room for anything like play...other than their 10 minute recess. It's no wonder that I have so many behavior issues (over the silliest things), students haven't learned how to work things out on their own.
    • carlarwall
      carlarwall on 24 Apr 18
       
      I completely agree! Sometimes the most important skills of collaboration can be practiced and applied in play.
  • In 5 minutes you can
    • emmeyer
      emmeyer on 22 Apr 18
       
      Great quick tips for how to differentiate!
    • carlarwall
      carlarwall on 24 Apr 18
       
      I love these ideas! They can also be reassuring for teachers who think they are not doing any differentiation in the classroom and they probably have already started.
  • Make a scaffolding toolkit.
    • emmeyer
      emmeyer on 22 Apr 18
       
      Easier said than done (simply because it takes time to actually set up and maintain), but it is a great idea and would end up being a wonderful resource...especially to share resources with other teachers!
  • A Stage One PLE is teacher-centered with learner voice and choice
    • carlarwall
      carlarwall on 23 Apr 18
       
      This is a great way for new teachers to get started in PLE. Sometimes they are already doing these basic elements and don't even realize it.
  • how to unpack the Common Core State Standards with your learners,
    • carlarwall
      carlarwall on 23 Apr 18
       
      I LOVE how this talks about the standards and making the standards a part of the process of PLE. The standards should always be our main focus.
  • Expert learners and assessment as learning is the key for learners taking responsibility for their learning.
    • carlarwall
      carlarwall on 24 Apr 18
       
      Just another example of how and why assessment is so important in all types of teaching scenarios.
  • In terms of the tenets of inquiry-based instruction, she explains, when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
    • carlarwall
      carlarwall on 24 Apr 18
       
      This is such a hard thing to do, even as parents, it is sometimes easier to just answer questions for our children rather than letting them problem solve. It is such a good skill to have going into adulthood.
  • Practice procedures for independent and collaborative work
    • carlarwall
      carlarwall on 24 Apr 18
       
      Super important! Teachers can give up and quit something they have tried because they think it didn't work. Sometimes things do not work because students need more time to learn the procedure.
tkofoot

Adaptive Learning System Articles - 0 views

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

shared by tkofoot on 24 Feb 20 - No Cached
  • Most students learn pretty quickly that a Google search will yield some results that aren’t helpful and adjust accordingly.
    • jnewmanfd
      jnewmanfd on 24 Feb 20
       
      Sorry, I could resist this sentence. It's okay with me if it doesn't count towards my post, but I have to admit to laughing when I read this one. I'm not sure that most students get this today, I mean I hope they do, but the conversations I've had the past few years when students search things are scary.
  • Adaptive learning technologies are potentially transformative in that they may be able to change the economics of tutoring. Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need.
    • jnewmanfd
      jnewmanfd on 24 Feb 20
       
      I think this is the most eye opening factor within adaptive learning. It helps provide equity that is often missing when it comes to education. We know, that for the most part, our low social economic students preform lower than their counterparts. Which makes sense if you need tutoring and can't afford it. Adaptive learning technology has the potential to help schools bridge those gaps. It can help provide an equal opportunity for all. The point of, adaptive technologies acting like tutors, hadn't occurred to me before. As someone who needed tutoring in math as a young student, but came from a home where that wasn't feasible, I can appreciate the usefulness of adaptive technology.
  • Adaptive learning has long been a part of education. The basic concept is simple: Coursework should be adapted to meet the individual needs of each student. Every teacher has experience modifying curriculum in some way to help students access information. Nowadays technology can help make the adaptations easier and more streamlined.
    • jnewmanfd
      jnewmanfd on 24 Feb 20
       
      Thinking about this first part and segments from the previous article, I would say that this idea would be a life saver. Sure, I realize that some students need more support than others, and sure I realize ways to give them the support they need, but how do I go about accomplishing such a daunting task? I often feel like that, at times, I'm running around with my head cut off. I can support student A who is struggling with seeing the connection from last weeks lessons to our current ones, but student B is so advanced that he's bored and tired of waiting so he's acting up instead, student C hasn't been to school in 8 days and has no idea where were at, and the list just goes on from there. I try to manage what I can by breaking students into groups, focusing on the larger picture, but I still realize that at many times, I'm falling short. If it can help assist me in meeting the needs of individual students, then I'm all for it. Later in the article it also talks about how it helps limit students from giving up. I think we can all agree, that's a huge bonus. My only unanswered questions are when to use it, how often, and at what point in the learning process? I've never used adaptive learning before, so I have lots to learn.
  • ...6 more annotations...
  • n fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • jnewmanfd
      jnewmanfd on 24 Feb 20
       
      When I read the first sentence, I was a little offended. I'm glad I kept reading, I like this part a lot. I think that these moments, when students are working independently, are the moments where we truly get to know our students. I often feel like I don't have enough time to talk with my students about their learning. In fact, I often make lists of who I've talked to recently and who I haven't so I can get to them next time. The idea that adaptive learning can help me become an effective facilitator of learning is intriguing.
  • "One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom," Johnson said. "We see this [approach] as part of a much bigger pedagogical picture. The technology is a tool that gets us to our goal of rehumanizing our large classes."
    • jnewmanfd
      jnewmanfd on 24 Feb 20
       
      I've already commented on the idea and benefits of time in prior articles. Although I like the idea of having more time to work and actually talk with students, I wondered something a bit different when I read about teacher's time in this article. Along with freeing up teacher time to do the things that, I would think all of us got into education for in the first place, would adaptive technologies also help with teacher burnout? What about the fact that in our state, enrollment in teacher education programs are down at all three regent schools? I can't recall the exact reasons why teachers burn out and quit, but I'm fairly sure that time with actually working students is one of them. I hear from many new teachers say that they didn't realize how hard it was going to be to the meet the needs of every student. I wonder if data would show whether or not these systems would help with getting and retaining teachers.
  • They might help a student get unstuck on a particular step that he hasn’t quite understood.
    • tkofoot
      tkofoot on 28 Feb 20
       
      I have used IXL math with students. I like how it shows students the correct way to complete the program.
  • tools t
    • tkofoot
      tkofoot on 28 Feb 20
       
      I think the word "tools" is important to point out. It is not instruction, but an additional resource.
  • the notion of adaptive learning technologies can be abused as a kind of magic incantation by the reductionists.
    • tkofoot
      tkofoot on 28 Feb 20
       
      Not only abused without enough extra teaching, but used as a whole education system. There are already teachers that turn students over to programs as a way to teach without any other type of interaction. I am not ready for this as a parent or teacher.
  • work that is not replicable by a machine.
    • tkofoot
      tkofoot on 28 Feb 20
       
      The adaptive learning can help support learning and free up teachers to get around to more students that need individualized instruction.
mschutjer

ollie-afe-2019: Building a Better Mousetrap - 1 views

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

shared by mschutjer on 31 Mar 19 - No Cached
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • alisauter
      alisauter on 31 Mar 19
       
      I think communicating the rubric ahead of time makes them easier to score. I have had to conduct technology camp entrance interviews using a rubric that is "blind" and they are more challenging because the students come into the interviews completely blind to any of the questions or criteria.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Ali, I agree I feel like giving the rubric for the assessment with the directions at the beginning helps students understand what the assessment is assessing. I just hope it doesn't lead to students formula writing like suggested late in the article. Or possibly killing creativity.
    • tmolitor
      tmolitor on 09 Apr 19
       
      I can easily see both sides of the coin here. On one hand it's tough to give students an assignment and not tell them how its being graded. On the other if a student knows exactly what they need to do to get the score, then it does kill creativity.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I can see where sharing the rubric might "kill creativity" but I think sharing the rubric is a great way to let students know what you are looking for and what is important. I know of many teachers who share the rubric at the very beginning of a paper/project/assessment, but I don't know of many who use it somewhere in the middle. I think we get too caught up in the completion that we forget to take time in the middle to help students self-evaluate their work. I think this is a great way to teach students to be owners of their own learning, and thus success.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      I really like this for pre-assessment. Students can self assess and start where there are with their learning. The teacher will need to have the classroom set-up to meet all the needs of the students accordingly.
  • habits of mind practiced in the act of self-assessment.
    • alisauter
      alisauter on 31 Mar 19
       
      THIS! I think developing the right mindset in our students when it comes to grading and rubrics is so important, although sometimes challenging.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I agree, but we will need to put more of an emphasis on student self-assessment and justification as well as post-assignment reflection. Much of the time students and teachers see final assessment as a "post mortem" evaluation of where they were with nothing to be done about where they can go.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      Here is an interesting critical thinking rubric https://educate.intel.com/download/K12/elements/pba_lessons/resources/24_Critical_Thinking_Rubric.pdf This rubric could be used throughout a project to help the learner think about their thinking.
  • others worry that doing so will encourage formulaic writing
    • alisauter
      alisauter on 31 Mar 19
       
      I think that this depends on how the rubric is written.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I've found it also depends on the student. Ironically, I've found that the higher achieving students will tend more strongly toward formulaic writing because they are worried about "missing points." If the grade on the assessment puts their GPA at risk, they are not willing to do any intellectual risk taking.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Seems to me that if a student meets the criteria, then that is what is expected. (Coming from a person who is not inherently creative.)
    • cathy84
      cathy84 on 04 Apr 19
       
      LOL. I just wrote this very thing "students create their paper too closely like the model" in last paragraph. The problem with following it so closely is that I wasn't sure they really understood the concept if they couldn't recreate it in an independent way.
  • ...89 more annotations...
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
    • annott
      annott on 06 Apr 19
       
      This is hard for me to do. I am a concrete thinker, and writing prescriptive rubrics is something I need to work on.
  • adopt a rubric
    • alisauter
      alisauter on 31 Mar 19
       
      Rubistar and https://rubric-maker.com have different academic content area rubrics and grade levels.
    • kmolitor
      kmolitor on 04 Apr 19
       
      rubistar is helpful...sites like this can help build your skills as you create your own rubrics on that site as well.
  • While the fundamental focus of assessment is always to promote learning, there are other reasons why we engage in assessment: curriculum reform, placement, promotion, diagnosis, accountability, and so on (Critical Issue).
    • alisauter
      alisauter on 31 Mar 19
       
      Establishing your purpose is so vital.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • robertsreads
      robertsreads on 02 Apr 19
       
      Well-designed and meaningful - I think these are the keys to a good rubric. If it doesn't measure what it aims to measure, then a rubric is completely useless.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      I agree as well. It is important that students see what his or her expectations are before they right instead of getting the information from teachers at the end.
    • annott
      annott on 06 Apr 19
       
      When I started many moons ago, in the classroom, almost every period was lecture. Student based learning is so much more effective.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is interesting that they're using rubrics at the post-secondary level. I agree that the best use of rubrics is for complicated assignments that ask students to problem-solve, show conceptual understanding, or even just write extended explanations. Rubrics are too time-consuming to write to use for simple tasks.
    • tmolitor
      tmolitor on 09 Apr 19
       
      It's important to have something to objectively assess outcomes of these types of assignments.
  • Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics
    • robertsreads
      robertsreads on 02 Apr 19
       
      While I assume the author means 'elicit' and not 'illicit', I do agree that getting student input is essential, especially at the high school and college level where we are seeking to have students think meaningfully and critically about their work.
    • cathy84
      cathy84 on 04 Apr 19
       
      I struggle with this a bit, for how do students know exactly what is quality of a product they do not have extensive knowledge of?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric
    • robertsreads
      robertsreads on 02 Apr 19
       
      This does not surprise me at all. My six year old was docked for not using the word "next" in one of her writings. I read the work, and her transition was much more advanced than that (something I would have encouraged as a high school teacher).
    • annott
      annott on 06 Apr 19
       
      I could see how students would get stagnant in their writing.
    • mschutjer
      mschutjer on 27 Apr 19
       
      Maybe I do not make rubrics correctly...because I really do not see this happening!
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • robertsreads
      robertsreads on 02 Apr 19
       
      This is a great idea! It's similar to requesting student input without the students feeling pressured to contribute.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Often this recalibration happens the year after in my experience. As an English teacher, we rubricate everything - for good or bad. I've found that once we ask students to go through a task and use the rubric to assess it, we see where the task, our teaching, and the rubric fail.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Student feedback can be just as useful to us to Wendy.
  • a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I see the confusion stemming from a linguistic debate about whether "directions" refers to the task requirements (e.g. write a persuasive essay using 5 sources) or the assessment criteria (cites strong and thorough textual evidence). Many times students ask to see the "rubric" when they really just mean the specific task requirements.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I find this interesting that they are assessing "behavioral objectives." Much of what our discussions around grading versus assessing have focused on is the need to grade/assess the demonstrated learning and NOT the behavior which lead to the demonstrated learning.
  • study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I tried having students create their own rubrics for an independent learning project. They were all high achieving seniors near the end of their secondary academic career. And across the board, NONE of them said they enjoyed the process, calling it one of the hardest parts of the project as a whole. ALL said it was very eye opening. Ironically, these high-achieving, point grubbing seniors found it MORE difficult to define for themselves what a "perfect" project would be, then to just rise to standards already set by someone else (me). Having to set the bar themselves made them far more nervous about meeting it than if I had set a goal for them to meet. It does make sense, however. By setting their own standards, they would potentially be letting themselves down if they did not rise to their own challenges. Whereas, if they did not fully meet the criteria on a teacher generated rubric, it did not necessarily reflect badly on themselves.
    • cathy84
      cathy84 on 04 Apr 19
       
      Fascinating and insightful!
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Wow. Good points!
  • writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      See, these seem more like task requirements rather than assessable rubric criteria
    • annott
      annott on 06 Apr 19
       
      Yes Wendy, I agree. This would be an assignment, but not in the rubric.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and if that's all you want to grade, you could just make it a checklist and save yourself a lot of prep time!
    • tmolitor
      tmolitor on 09 Apr 19
       
      I think that a checklist instead of a rubric in that case is a great idea.
  • Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Is there anyone who DOESN'T do this?
    • annott
      annott on 06 Apr 19
       
      Most of mine are the same but then I change the content part for the details of the assignment.
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Interestingly, until the 2019-2020 school year, the College Board and AP programs have always used holistic rubrics to score the written essay portions of the exams (at least the English Language and Literature exams). These were used because, especially for the third free-response question, students could choose to respond to any aspect of the passage they chose. With the third free-response question, students had a choice about what text to use to respond to a very vague thematic prompt. Holistic rubrics were necessary to meet the needs of all these different approaches. Beginning next year, during the 2019-2020 school year, the College Board and AP program are replacing all holistic rubrics with analytic ones to "more specific feedback on your Instructional Planning Reports about your students' performance." Interestingly, this feedback is not to the students - students never see their rubrics - but to the teachers so the teachers can adjust their teaching. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course/updates-2019-20
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      That's interesting! The College Board switched to an analytical rubric for social studies a few years ago. It will be interesting to compare those.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In the case of social studies, it gives the student and teacher more specific guidance in what should be included rather than feedback.
  • In addition to these basic directions, you should consider your purpose and audience.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I mentioned this above, but the College Board and the AP program are changing their use of rubrics from holistic to analytic to provide TEACHERS with a better understanding of student performance and comprehension. It's interesting that the audience for these new rubrics will not be the students who are being assessed, but the teachers who taught them. Who is really being assessed here?
    • cathy84
      cathy84 on 04 Apr 19
       
      Great point!
  • we need a meta-rubric to assess our rubric.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      While this makes complete sense and would be a great use of PLCs, my instinctual response was "Oh Geez. Yet another thing..."
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      There are some rubrics that I have used that remind of this. Students basically being programmed on what to do to get an A without any deep learning taking place. However, I still see the need for rubrics like this.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I agree. Unfortunately, many times students use rubrics to get the grade they want without focusing on the learning. Maybe it's not the rubrics themselves but how we are using them in the classroom?
    • mschutjer
      mschutjer on 27 Apr 19
       
      I feel students are programed to give us what we want and not explore their own learning. So often when I give a writing assignment I hear first, how long does it have to be? How do we get away from that?
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Obviously a good thing with standardized tests focusing more on state standards.
  • Share the rubric with your students and their parents.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Great for students to know expectations and criteria. Have never thought about sharing a rubric with parents. See the benefits of that as well.
  • “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (
  • More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire,
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Curious to know what methods of grading are popular among the critics of rubrics.
  • You can adapt a rubric—
    • zackkaz
      zackkaz on 03 Apr 19
       
      Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
  • “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • zackkaz
      zackkaz on 03 Apr 19
       
      That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • zackkaz
      zackkaz on 03 Apr 19
       
      +1 for student choice. Hopefully this would develop lifelong learning.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I think by enlisting the help of students in creating the rubric, it will promote ownership of learning. It should also help students keep in mind what is most important while they are creating their product.
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • zackkaz
      zackkaz on 03 Apr 19
       
      As a SS teacher that second part hits home. Will they be a responsible democratic citizen.
    • cathy84
      cathy84 on 04 Apr 19
       
      To me, this gets to the content of the assignment...not conventions.
  • rubrics should be used in conjunction with other strategies,
    • mpercy
      mpercy on 04 Apr 19
       
      Rubrics are a great tool but not necessarily the way to go all the time. Students need to be exposed to other strategies as well.
    • kmolitor
      kmolitor on 04 Apr 19
       
      I agree multiple strategies should be used as that will help our students grow as learners.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • mpercy
      mpercy on 04 Apr 19
       
      When students are part of the process there will likely be more enthusiasm and buy in from the students.
    • annott
      annott on 06 Apr 19
       
      I have to admit, I have not gone this far yet. But it makes total sense, that if students are a part of creating the rubric they would have a better understanding of the expectations.
    • jennham
      jennham on 08 Apr 19
       
      I agree. It will give them a sense of ownership in their own learning. Even my elementary students would be more than able to help with this. I plan on rolling it out to my colleagues to try with an upcoming paper.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I have seen this done with second graders. They were not creating criteria based on standards, but rather criteria for quality. The students decided what the quality of presentation and speaking were. They actually were pretty tough on eachother and set the bar high. This is a great process, but can also be a challenge if you have multiple classes and want to have some consensus with evaluating.
  • Revise the rubric and try it out again
    • mpercy
      mpercy on 04 Apr 19
       
      Would this be the point to gather student input? I would want to make sure my objectives were being met and then allow students to input.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • mpercy
      mpercy on 04 Apr 19
       
      Does this really make a difference to the student?
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I like using rubrics so that it takes the teacher out of the grading. I like that communication is clear without bias.
  • When instructors plan on grading
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      By giving students the langugage to talk about thinking we open the door to them reflecting on their thinking and eventually refining it.
  • , rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      A writing assignment that is part of an authentic learning opportunity that the student chose to participate in might decrease the emphasis on simply meeting the criteria of a rubruc.
  • sions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      I tend to use the "multiply a dimension by 2" method of weighting grades. In writing a particularly like this because it allows you to address things like conventions, but at the same time emphasize orther aspects of writing.
    • annott
      annott on 06 Apr 19
       
      I use weight dimensions in History class. I'm not as worried about the writing style, sentence structure etc.... But I'm more concerned with the what they know and if there research is thorough. I still include those things on my rubric, it's just worth less points.
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • tommuller4
      tommuller4 on 04 Apr 19
       
      This is very important thing to think about. A student can't make changes to something they are doing after it is already turned in. They may think they are following all things on the rubric correctly but teacher may think differently
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • tommuller4
      tommuller4 on 04 Apr 19
       
      Seems kind of stupid to not give the students the rubric for the assignment when they are working on it. You expect them to turn in something worth while without knowing what you want from them.
  • hose students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I can see this being true across the board. Lots of time when I start a project the first thing some of the students ask is "what do I need to do to get an A." They don't care about learning the content. They just make their project geared to meet all requirements on the rubric and don't care about anything else.
    • jennham
      jennham on 08 Apr 19
       
      I hear that comment often. Until our system changes to not be so focused on the grade itself, I totally side with the students. We put so much pressure on kids to achieve and achieve well so that they can apply and receive scholarships, be inducted into NHS, make it into the college of their dreams...I feel we leave them absolutely no room to worry about the learning. Teachers are just as guilty. I can't count the times I have heard, "I don't know why he has a B; there isn't any reason why he shouldn't be getting an A in my class." (This is without me asking why my child has a B instead of an A.) To me that makes the focus on the grade. They never mention what my child is actually learning or not.
  • clear understanding of how rubrics operate can help educators of all levels design rubrics that facilitate, rather than obviate, student learning and teacher improvement.
    • kmolitor
      kmolitor on 04 Apr 19
       
      This is so true. Rubrics should be designed to help teachers facilitate learning so it's more student driven which will improve both student learning and allow teachers to improve.
  • Doing so, many educators argue, increases the likelihood of a quality product.
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I agree you can get a quality product by giving students the rubric up front but I don't think you will get a great product because students tend to not go above and beyond the rubric. They just do enough to meet the criteria for the grade they want. No more and no less.
  • evaluate your rubric
    • kmolitor
      kmolitor on 04 Apr 19
       
      I think it is important to continually evaluate your rubrics or any assessments for that matter. It is important to consider if you are assessing what you want/need to and get feedback from students.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Stultifying: stunts creativity so that students achieve only what is required. Empowering: clarifies for students and teachers what is expected.
  • no longer appropriate
    • sjensen21
      sjensen21 on 04 Apr 19
       
      "no longer appropriate" is a bit over-stated. Students in Introductory Statistics still need to know these skills. I agree that we do need to focus more on developing statistical thinking, so more performance tasks (and assessment rubrics) are necessary.
  • features known to the student
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Sharing the rubric with students at the beginning of the task holds students accountable and gives transparency to the task expectations.
    • cathy84
      cathy84 on 04 Apr 19
       
      That, for me, was the primary purpose of the rubric. I wished for students to know clearly what this project should show me of their knowledge and skill. It did always frustrate me that they didn't use it more as a resource as they edited and revised their papers.
    • jennham
      jennham on 08 Apr 19
       
      I agree as well. I found them useful as student so that I knew exactly what my teacher/instructor expected. I love them as a teacher as they give the students specific talking points before they start their assignment.
  • ull partners
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This seems like a big time-waster to me.
  • Build a metarubric
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This is a great checklist for evaluating our own rubrics that we have created.
  • a system which some educators see as stultifying and others see as empowering.
    • cathy84
      cathy84 on 04 Apr 19
       
      Not sure why it would be stultifying (which I looked up to be sure I knew what that meant). I mean, how much enthusiasm would a student have toward an assignment?
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In some cases, a rubric can be a little too prescriptive and actually curb creativity for students. A more open assignment--for some students--allows for more interpretation or flexibility. I think it really depends on how "tight" the teacher writes the rubric.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      Rubrics can be empowering yes, but not everything needs a rubric in my opinion.
  • gineering programs
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
  • rubrics can help the student with self-assessment
    • cathy84
      cathy84 on 04 Apr 19
       
      This was a big goal of mine as a writing teacher
    • mistermohr
      mistermohr on 09 Apr 19
       
      I think this is the biggest benefit of rubrics
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.
    • cathy84
      cathy84 on 04 Apr 19
       
      I found the models to be very helpful for my students. My only problem is often students create something very close to the model. It often was a conundrum for me.
  • Is the description of criteria judgemental
    • cathy84
      cathy84 on 04 Apr 19
       
      That's a rule I have violated...and I probably knew best practice, but getting so specific in the criteria makes correcting so laborious
    • jennham
      jennham on 08 Apr 19
       
      You are so correct. Now that I have read this information, I know that when I would say "good", I meant, "following current conventions." Most 10-year-olds understand "good". Not so much for the other!
  • rubrics should be non-judgmental:
    • annott
      annott on 06 Apr 19
       
      I have a hard time keeping judgement out of rubrics.
    • mistermohr
      mistermohr on 09 Apr 19
       
      this could be a place where submission into an LMS using blind grading can be a huge benefit! I love blind grading...rarely do I need to know who produced the artifact.
  • rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations
    • annott
      annott on 06 Apr 19
       
      As we are to assess the pros and cons of rubrics, I would say this is a con to using them. We need colleges to get on board and use them as well, and some are switching over.
  • solving real problems and using statistical reasoning
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing real problems and statistical reasoning.
  • student thinking and not just student knowledge
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing student thinking.
  • (
    • annott
      annott on 06 Apr 19
       
      I do feel that rubrics are more closely connected with real life situations. In the workforce, you will not be given a grade. Instead, they will evaluate your performance.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      True...but sometimes with a rubric. =) I think of the way even my husband's corporate world annual evaluation tool is written.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
    • annott
      annott on 06 Apr 19
       
      This is what we should all be striving for.
  • as long as each point on the scale is well-defined.
    • annott
      annott on 06 Apr 19
       
      When looking at standards based learning it is encouraged to have the same scale number for each department. And sometimes there is disagreement between a 3 pt scale or a 4 point scale.
  • modify or combine existing rubrics; re-word parts of the rubric; drop or change one or more scales of an analytical rubric; omit criteria that are not relevant to the outcome you are measuring; mix and match scales from different rubrics; change the rubric of use at a different grade; add a “no-response” category at the bottom of the scale; divide a holistic rubric into several scales.
    • annott
      annott on 06 Apr 19
       
      I surf the internet quite frequently, and use other rubrics ideas as a starter for mine. And then I adapt it to my objectives.
  • Steps in developing a scoring rubric
    • annott
      annott on 06 Apr 19
       
      This could be shared in Professional Learning Communities.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      I think this is really key, especially the part aobut being linked to classroom instruction. I've used rubrics by introducing them at the beginning and then using them to score at the end--and felt like students never looked at them and therefore got very little out of them. The key was when I used the rubric during instruction--as an explanation tool, as a peer reflection and self-assessment tool. We just have to be really deliberate and explicit and pulling it out and using it in instruction if we really want students to use it in their process.
    • jennham
      jennham on 08 Apr 19
       
      I have never used a rubric during instruction, other than to remind them to use it. I am excited to see how it will help them when we use the rubric continuously throughout a project.
    • mistermohr
      mistermohr on 09 Apr 19
       
      For me, I don't know how you do this in early elementary. Reading and comprehending "standard" language is not conducive to young readers. (ie subject/verb agreement)
  • maintains the traditional gap between what the teacher knows and what the student knows.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and some students have more ability to bridge that gap than others. I think this is where we get into equity problems--some students are better equipped (by home life or personality/strength) for school and intellectual processes. In other words, they are more insightful and therefore better "guessers" of what teachers want.
    • jennham
      jennham on 08 Apr 19
       
      You are exactly correct and I could not have said this better.
  • non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, exactly! We can even the playing field for students by being explicit in our expectations.
  • Pilot test your rubric or checklist on actual samples of student work.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is a helpful step because one of the downfalls of a rubric is not rewarding something students do well (because it's not on the rubric) or unintentionally rewarding something you don't want students to do.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      By piloting the rubric, we are able to make sure we are truly assessing what we intend to. These samples could also be shared with students to practice using the rubric (so they can better evaluate their own work).
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is why I like rubrics. It helps guide student learning.
  • “on what students have actually learned rather than what they have been taught,”
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      this is the key to a successful classroom. it is not about what you teach it is about what have the students learned. Or it is not about providing time for student to be active, but what have you taught them that will lead to be active for a lifetime!
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is an interesting quote about knowing what students have actually learned that what we taught. More of a formative assessment. How is the student's learning progressing and what do we need to do to get them there.
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is the tricky part. A well designed rubric that does give the teachers the information that they need to understand what their students have learned.
    • nealjulie
      nealjulie on 08 Apr 19
       
      There is a lot of power in students who self assess themselves.
  • are about their potential to harm students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I'm not sure how a rubric can harm a students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      Exactly, it has to be conferring with teachers along the way on their progress.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of enlisting the help of students.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of a pilot rubric!
    • nealjulie
      nealjulie on 08 Apr 19
       
      These should definitely be a checklist when teachers make their own.
  • “an established custom or rule of procedure.”
    • tmolitor
      tmolitor on 08 Apr 19
       
      It's important to have an established procedure for grading so that the grades remain objective.
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree and is a large reason have gone to SBL this year. Also have to make sure no gray area in rubric
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      We are moving to SBL as well and it already is making a huge difference in the classroom.
  • consistently and accurately
    • mistermohr
      mistermohr on 09 Apr 19
       
      I feel that the most consistent and accurate rubrics are checklists. I understand rubrics should not be checklists, but I find they need to be checklist-esque to keep them objective.
  • traits, or dimensions, will serve as the basis for judging the student response and should reflect the vital aspects of the assignment
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.
  • ubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I think the deep learning should be coming from the teacher more than the student.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree. Find that really interesting since so much research is on NOT grading behaviors and focusing on the learning itself
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think I would like to see what are these behavior objectives are. Are they really just skills that students demonstrate?
  • Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      this is one of the hardest things in SBL or rubric use. They take so much time but have to make sure truly fit an assignment
  • broader and more ambitious
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is so true. The objectives are changing and sometimes they are changing in a way that we don't know how to assess them correctly
  • important assessment tool in “achiev[ing a] new vision of statistics education.
    • kylelehman
      kylelehman on 10 Apr 19
       
      100%. It is the expectation now that all of our assignments and work have some sort of rubric. Now, it doesn't have to be super detailed but the goal is that students know what they are trying to achieve
  • explicitly delineate the qualities of thought that they are looking for
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is key I believe. This is also the #1 problem I see with rubrics today. Instructors need to know every detail of what they are looking for in order to make a rubric work out. With that said, sometimes you think of things late and that makes it hard to get them in the rubric
  • I once gave extra credit
    • kylelehman
      kylelehman on 10 Apr 19
       
      I have seen this happen before as well. The way that I look at it, there needs to be an aspect of the rubric that discusses that pieces of evidence from class need to be included.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      Some the best teachers allow students student to assess a sample assignment so they can understand the language of the rubric.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I agree. This is an important step and sometimes I feel like it is missed, by myself as well.
  • a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This type of student know the system and how to chase points not learning. Rubrics or other grading tools are about giving feedback to the students so they can continue their learning.
  • The argument against using rubrics
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      It's interesting that all of the arguments against rubrics are writing examples.
  • Does the rubric encourage students to be independent writers?
  • Can different scorers consistently apply the rubric?
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think this is a great question. We might need to talk about it more with our teacher teams.
James Koop

Remind101 - 0 views

www.remind101.com

moodle_iowa texting education web2.0

shared by James Koop on 31 Jan 13 - No Cached
  • James Koop on 31 Jan 13
     
    This could be a great way to communicate with students in an online class by using cell phones to remind them of assignments/upcoming due dates/tests. It is free and students and teachers don't share their cell numbers.
erichillman

ollie_4_1: Building a Better Mousetrap - 1 views

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

shared by erichillman on 18 May 16 - No Cached
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Applying meta-cognitive thinking to the product should help with an end result.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Student ownership makes assessment more meaningful.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      In all my training, I've heard over and over that what works for an ELL/Sped student works for a gen ed student, especially those of low SES backgrounds.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      setting expectations can help all students succeed
  • ...16 more annotations...
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      My husband often has me read his papers for classes - and he struggles with this. He'll meet the minimum requirements, but he won't have a coherent article.
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Deep learning should highlight both process and product
  • by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Shouldn't this be fairly common practice now? I might start with planning with a paper and pencil, but by the time I am publishing I would be doing so on a computer/device of some sort.
  • Is the description of criteria judgemental?
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      I struggled with this when we were creating a group rubric. I guess I was using it as a self-assessment tool, but I could be off track there too.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      I also struggled with the group rubric because I was unclear as to the intent of the assignment. I will sometimes use the rubric as a teaching strategy, so students can see the expectations and then self -assess through the process.
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay. And, rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies, such as the letter writing/dialogic approach to assessment that Halden-Sullivan describes as preferable to the rubric.
    • Barbara Day
      Barbara Day on 19 May 16
       
      It seems to me that a lot has to do with how the rubric is introduced and discussed.  Do we want to encourage students to write to the rubric, or use the rubric as goals to strive towards. How we describe excellent writing makes a difference.
  • the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Rubrics also need to be fluid. They need to be revisited and updated as you use them, so they can better reflect quality writing.  
  • Rubrics can have any number of points along a scale—the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined. This may be difficult to do for longer scales. While longer scales make it harder to get agreement among scorers (inter-rater reliability), extremely short scales make it difficult to identify small differences between students.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Too many points on the scale could make it really confusing and difficult to use.  I think it would also become less meaningful to the student.
  • Evaluate your rubric using the criteria discussed in Part 1. Pilot test your rubric or checklist on actual samples of student work. Revise the rubric and try it out again. Share the rubric with your students and their parents.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Evaluating, pilot testing, revising and sharing the rubric are essential to creating a useful tool.  It isn't until you begin using it that you discover points that need to be clarified, or revised, or gaps that must be addressed. As I mentioned in an earlier note, rubrics must be fluid and updated frequently.
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      I have often felt that some students view the rubric as a checklist and do the minimum. Good rubric writing is a must to get past this aspect.
  • . Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric. The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      Another angle is to develop the rubric WITH your students. Helps to provide ownership of learning.
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      This is a lot to think about! I can see the elements we have been using within our group rubric creation.
    • erichillman
      erichillman on 01 Jun 16
       
      This is so important!  We can't move our practice forward without shifting to rubric-based scoring for our authentic tasks.
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • erichillman
      erichillman on 01 Jun 16
       
      This is one of the hardest things for me, getting the language of the rubric to be concise and explicit.  I know what I want out of the criteria, I just struggle with putting it into a manageableamount of words.
  • a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor
  • we need a meta-rubric to assess our rubric.
kkoller

Implementation in an Elementary Classroom (Articles) - 0 views

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

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

Where Students Read Textbooks FREE | Flat World Knowledge | Flat World Knowledge - 0 views

www.flatworldknowledge.com

moodle_iowa

shared by Carol Price on 04 Apr 12 - Cached
    • Carol Price
      Carol Price on 04 Apr 12
       
      Denise, my name in Diigolet is cprice143. Carol
renaudr

Edmodo | Home - 2 views

www.edmodo.com/home

edmodo web2.0 technology moodle_iowa

shared by renaudr on 11 Dec 11 - Cached
  • d YM on 04 Oct 12
     
    digital photo reflection/interactive site 
  • renaudr on 11 Feb 13
     
    Edmodo is the BEST place to learn about all that is out there with technology. Join edmodo (it's free), then search for groups that meet your needs. I am in groups for AP English, flipping the classroom, ipad classroom, mac users, teaching 1 to 1, and more! Such a valuable website! When you join a community, you get great advice from teachers who teach what you teach. So valuable!
Ami Leath

Welcome to Fotobabble - Talking Photos - 3 views

www.fotobabble.com

moodle_iowa

shared by Ami Leath on 16 Nov 11 - Cached
  • Ami Leath on 16 Nov 11
     
    Quick resource to turn pictures into stories...for free.
tvalline

Articles: Design - 2 views

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

shared by tvalline on 24 Sep 14 - No Cached
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • merle64
      merle64 on 24 Sep 14
       
      This is a huge takeaway for me--less is truly more. But the "less" needs to be thoughtful, not just less.
  • According to the Segmentation Principle of multimedia learning theory, people comprehend better when information is presented in small chunks or segments.
    • merle64
      merle64 on 24 Sep 14
       
      I wonder if this applies to young children, too, in terms of showing a few slides, then breaking for an activity or application, then returning to a few additional slides?
  • Again, nothing should look accidental. This looks like they were going for the full-bleed background image effect but just missed. Now the software background template can be seen just enough to become a bit of noise
    • merle64
      merle64 on 24 Sep 14
       
      This may look like many of my slides.  I considered that the "border" rather than "noise"--which is a bit like using a scrapbooking model rather than a presentation model.
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      Yes, the border would seem to help.  Is there a way to fit to screen?  Is there a tool for this technique?  It often seems to be an issue for me.  
  • ...27 more annotations...
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds.
    • merle64
      merle64 on 24 Sep 14
       
      This glance test matches with the elevator test taught earlier.  If the presenter is able to pass the elevator test in terms of clarity, the audience should be able to pass the glance test with the slides.
  • If sharing this approach prevents just one audience from suffering through another bullet-point-intensive, “death by PowerPoint” session, my efforts were not in vain.
    • merle64
      merle64 on 24 Sep 14
       
      What a concrete, do-able approach to editing slide text down to the bare bones, or even replacing text entirely with visuals.  
  • Make sure you know the difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font (Helvetica or Arial).
    • marydirksen
      marydirksen on 26 Sep 14
       
      I am so glad to have this explained! I did not know the difference between Serif and Sans-Serif.
  • f you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • marydirksen
      marydirksen on 27 Sep 14
       
      Thanks to Zen Presentations, I did this very thing today at a faculty inservice. The atmosphere was light and fun and simple and I gave them a one page handout that was full of bullets. Thank you Zen!
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I am excited about changing my presentations and eliminating the wordiness.  I am a true believer in putting more work into the hands of the students, and they will hopefully become more in-tuned with the material.  
  • “white space”
    • marydirksen
      marydirksen on 27 Sep 14
       
      I like the repeated emphasis on white space. It has a very clear look.
  • Think of your slides as billboards.
    • marydirksen
      marydirksen on 27 Sep 14
       
      This comparison presents a strategy that will be very easy to remember.
  • Avoid off-the-shelf clip art
    • marydirksen
      marydirksen on 27 Sep 14
       
      Thank you for this strategy. Clip Art tends to cheapen the message.
  • Some animation is a good thing, but stick to the most subtle and professional
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I have been to many presentations where animation on the slides took over (often during technology meetings).  The only thing it said was that the tech guy knows his programs.  It was often distracting and limited the true expression of the material.
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
    • nathanjenkins
      nathanjenkins on 29 Sep 14
       
      I absolutely agree, but when the presentation is posted on a large screen in the front of the class it will be difficult to not have the students stare at the screen the entire time.  This kind of seems contradictory.  If we are trying to make catchy and interesting slides, why are we also only wanting them to take a brief glance?
  • Use the same font set throughout your entire slide presentation
  • You can use video clips within PowerPoint without ever leaving the application or tuning on a VCR. Using a video clip not only will illustrate your point better, it will also serve as a change of pace thereby increasing the interest of your audience. You can use audio clips (such as interviews) as well.
    • medidiigo
      medidiigo on 30 Sep 14
       
      I have never tried to use video or sound bites in my presentations. I would like to figure out how to do this
    • tvalline
      tvalline on 02 Oct 14
       
      I also believe incorporating video clips into my presentations will help keep the attention of the audience, as well as, add interest and hopefully deepen understanding.
  • Even worse is to take a free comp from a photo website and stretch it out. This introduces distracting visual noise (and says you are either cheap, lazy, or both). If you cannot afford images (or do not have a camera, etc.), then it's better to use none at all
    • medidiigo
      medidiigo on 30 Sep 14
       
      This author "makes no bones about it" when expressing his opinions. His adjectives are a bit harsh..here, and elsewhere....but point taken.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more. The slide on the left below is not horrible but the balance is off and the text does not pop out as much as it could. For the slide on the right below, the image is cropped for better balance, giving more space for the text to breath (and a transparent box is added to help the text pop out a bit more, though there are other ways to do this).
    • medidiigo
      medidiigo on 30 Sep 14
       
      I have been experimenting with creating a transparent box to help the text show up when there is a picture with background that interferes. I am still not happy with the effect that I got. I'm thinking there is probably a better way.
    • tvalline
      tvalline on 02 Oct 14
       
      I would also like to perfect this technique.  I agree that it helps the text stand out much better.
  • White space is the open space surrounding items of interest. Presenters are often tempted to fill it up with additional content that competes for attention. But including a healthy amount of white space sharpens viewers’ focus by isolating elements. In this example, if we’d paired the text with a larger or more detailed image, your eye wouldn’t know where to begin, and the quote would have lost its power:
    • medidiigo
      medidiigo on 30 Sep 14
       
      Here, I'm wondering why they didn't enlarget he picture to cover the full screen as suggested earlier, and put that transparent box behind the text. Maybe they tried that and preferred this look. I find myself trying different things versions of my slides now as I am working on my current presentation project.
  • Presentation software gives us many shiny, seductive elements to work with. But there’s beauty and clarity in restraint. Use simple visuals that support your message, and you’ll free people up to really hear — and adopt — your ideas.
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is well stated. It's a good point to take from the article and remember as I create my presentations.
  • It can be challenging to reduce and simplify
    • medidiigo
      medidiigo on 30 Sep 14
       
      True. More so than I thought it would be
  • Follow these steps to reduce and simplify your text-heavy bullet points — your audience will thank you. Live long and prosper.
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is a good strategy for recreating old text-heavy PowerPoint presentations that need a fresh look.
  • (the star, of course, is your audience)
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Fantastic reminder. 
  • “negative space.”
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      My architect friends always talk about this as well. 
  • The best slides may have no text at all.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Let me transcribe that for myself so I remember: "The best slides have no text at all." Got it. 
  • Try to avoid cheesy clip art like this.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Why do they still make this stuff and offer it? 
  • decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      I'm adding this suggestion to the tool belt. 
  • Image is lame & has nothing to do with contentNot sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      This just made me laugh out loud :-) 
  • People should be able to comprehend each one in about three seconds.
    • Joe Brekke
      Joe Brekke on 02 Oct 14
       
      Here's another easy-to-remember tip to pass on to my students. 
  • Use high-quality graphics including photographs
    • tvalline
      tvalline on 02 Oct 14
       
      Guilty.  I'm looking forward to working through my various presentations replacing my plethora of cartoon graphics with emotion-provoking photographs.
  • Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • tvalline
      tvalline on 02 Oct 14
       
      I found this interesting.  I often wish I could just take the power point handout and be on my way since many times the presenter just reads the slides to the audience.  I can read.
  • Remove all extraneous copy from bullet points
    • tvalline
      tvalline on 02 Oct 14
       
      This is where I falter.  It's hard to simplify information to just one or two words, even though it is often more effective.  I will be working on this.
criley55

ollie_4-fall14: Building a Better Mousetrap - 4 views

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

shared by criley55 on 17 Sep 14 - No Cached
  • rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Yes, by saying "how many" students naturally look at quantity more than quality. So best is probably that we speak of both when creating rubrics.
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ...79 more annotations...
    • scampie1
      scampie1 on 17 Sep 14
       
      es, I have seen this with my reflection logs in my classes. When we use quantity rather than quality indicators, we do seem to get minimum responses. I plan to respond to the logs frequently to encourage teachers to use them for self-reflection. That was not possible working face to face.
    • scampie1
      scampie1 on 17 Sep 14
       
      My students reported not knowing what was being assesed was their biggest asssessment fear. Actual models and discussion about criteria is absolutely necessary.
  • Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.” For example, “sentence structure follows current conventions” would be better than “sentence structure is good.”
    • scampie1
      scampie1 on 17 Sep 14
       
      I believe some qualities must be defined using qualitative terminalogy. This is where student input and comparison of models of high and low quality criteira would help students define or picture the quality indicators that are "judgemental". Scampie1
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree. After being given a number I feel like they don't have a qualification equivalent. When I took a course much like this at Iowa State, our professor had a rubric based on the quality of the post, not how many. It was nice to be given credit for content instead of word count. It goes back to the days when we were forced to write 10 pages on pandas with at least 10 sources with only one of those being the WWW (which is how it was stated). I also don't like having such a high quantity because with so many students in the course it becomes overwhelming to read each one, let alone provide a meaningful comment or reflection. There isn't much text that left to highlight, back to "less is more".
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • scampie1
      scampie1 on 17 Sep 14
       
      A high school math teacher I know tried to add writing in math as part of the Writing Across Curriculum program. Instead of using appropriate prompts for technical writing in mathematics, the rubric forced her to use themes and literacy criteria. Writing did improve in her school on state assessments but she didn't feel math scores were affected.
    • jbdecker
      jbdecker on 21 Sep 14
       
      Hopefully the students that took the math course that added writing were in a better position to be successful later in life by gaining more writing instruction overall, even if the math scores weren't impacted in the short term. 
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Deb Vail: This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I think you are right having the students complete an exercise where they can study and grade samples prior to turning in their own work can be a very powerful tool in helping students reach mastery of a task.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell).
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This sounds great, but I can't imagine how long it would take for students to help create assessments. I taught 3rd and 4th graders, and I don't think I'd truly try this. Sounds great in theory, but I'm skeptical. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I'm with you on this one.  I would be very interested to see how an instructor set up a lesson to allow for student collaboration in developing a quality rubric.  I'm not saying that it can't be done but it could be a very cumbersome task.  I'm trying to imagine doing it with my 30+ sophomores in a World History class.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      I am also in agreement with the both of you.  I have thought about doing this with my students after I do a demonstration.  Asking the students what the learning targets should be.  I am sure that some of them could do this with ease and it might allow them to take more ownership in their learning, but there just isn't enough time for this.  It might be better for a small claass
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      That's a scary thought, although I have to say I've felt that kids met the letter of the rubric but missed the intent. Writing a good rubric is challenging. I have to honestly say that I've never truly felt like I nailed what I wanted with a rubric. However, I've had good luck with rubrics when kids used them to score samples. Then they understood the intent or goal of the rubric. 
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      I agree that "writing a good rubric is challenging". This is an area that will continue to be a work in progress as I continure to work towards a clearer message being shared.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was interesting and scary too. A student could meet all the requirements and not really say anything.
  • mitagate both teacher bias and the perception of teacher bias (
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      I'm not sure I'd agree with this. I think rubrics are subjective by their very nature. 
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      My thought is that having a rubric generally makes for less subjectivity than not having a rubric.....though subjectivity can be present either way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I agree with Joyce. Unless a teacher is using rubrics at inappropriate places, she is usually measuring something that is subjective. The rubric helps put it in a more objective manner, allowing for more consistency between different assessors.
  • extremely short scales make it difficult to identify small differences between students.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This may be true for the rubric my group created. We only had 3 points on our scale. 
  • Analytical or holistic
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Interesting - as I read above General and Specific, I thought it was the same thing as analytical vs. holistic. Surprised to find they are different. I guess I need to reread these. 
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      So true - how many times have I created a rubric that I thought was good - that is until I looked at what I got from students and realized I missed something that should have been included in the rubric. 2nd iterations are usually better. 
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I've done exactly the same and omitted a key point that should have been included. I agree with the second iterations being better.
  • we need a meta-rubric to assess our rubric
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Are you serious?! This sounds like it came from a person that doesn't actually teach. I suspect this comment sounds a little snarky but I find this a bit much. 
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When students receive the rubric for assessment prior to beginning their work this eliminates excuses a teacher may hear as everything is clearly stated and noted. A rubric serves as an excellent way for students to self assess their work and determining whether the goals have been achieved and at what level.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Agree, showing students the rubric first allows them to know what to aim for, what standards are critical for a particular assignment, and gives students a goal.  
  • he criteria must be made clear to them
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When developing a rubric one must remember to clearly state what makes the final product exemplary, proficient and may need additional work. Students can then evaluate or self assess at a more accurate level.
    • jbdecker
      jbdecker on 19 Sep 14
       
      Sometimes as educators we can use a lot of jargon.  We need to remember to keep it student focused if we are going to give the rubric to the students.  It doesn't do the student any good if they don't know the meaning of the different criteria.
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When possible I believe we need to include students in the assessment process. This gives them a voice and buy-in to their learning.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I can sure see how involving children in creating the rubric would require them to think more deeply. I wonder if students would suggest a harder or easier assignment than the teacher would. Sometimes just giving opportunity for input brings on motivation.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • jbdecker
      jbdecker on 19 Sep 14
       
      This quote seems to answer the basic question of why we should worry about designing rubrics?  It is one tool in assessing assignments that have the potential to be more meaningful for our students (problem-solving, inquiry-based, student-centered).
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Additionally, with these types of assignments without a rubric there is the possibility for subjective judgements.  A quality rubric will remove the subjective aspect to grading.  
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I think once we understand rubrics and why we use them we can better decide when and how to use them.
  • along with supporting models of work
    • jbdecker
      jbdecker on 19 Sep 14
       
      A quality rubric is good for students but a quality rubric as well as supporting models or samples of student work can be much more powerful in helping students see what is actually expected from them. This is an aspect that I feel I could do a much better job of in my own instruction.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I completely agree! As a primary teacher, I found models to be very powerful in giving students a visual of what different levels of quality work would "look like." Depending on the task, I would either post different levels of quality work and have them identify the criteria that matches each level or I would have them help me create models of what each quality level would look like. I fully recognize that this process is much easier in the primary grades where the tasks are often much smaller. However, I did find students were much more reflective on their work when we went through this process.
  • from students is not only unfair and makes self-assessment more difficult,
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      If students don't know what the learning targets are, how do they know what to focus on?  The rubric should give students a clear idea of the goals.  
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      True. Although even knowing the learning targets doesn't help much if you don't make clear what it looks like to do them.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      It seems that some of these anecdotes show that the rubrics being used are missing categories to assess all the needed categories.  The first example is missing a component on being cohesive and this one is missing the creative component.   I have done this in the past, given a rubric and then realized it is missing something critical.  This is why rubric building takes so much time. 
  • rubrics, in effect, dehumanize the act of writing.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      With writing assignments is it not best that students just write from their heart first, then see if anything needs to be tweeked to fit the rubric requirements? Teachers can encourage this, but once the rubric is there it does make it hard....especially for younger children. This article brings up many valid points.
  • build your own rubric from scratch
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I'd probably take the build-it-from-scratch option. Sometimes it easier to come up with your own ideas than change somebody else's and you can then be more creative.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      I agree. It is fine to build one or two at the beginning, but then I find myself cannibalizing them to fit for an assignment. But, this builds consistency for the students as they can see what I am looking for and know that I have looked for that in prior assignments.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • Does the assessment help students become the kinds of [citizens] we want them to be?”
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Asking if our assessment helps students become the kind of citizens we want them to be really puts the pressure on. We want them to want to contribute out of a sense of duty and for the good of mankind.
  • “Meaningfully” here means both consistently and accurately
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      When working on my second grade team we often spent time trying to calibrate the consistency and accuracy of our rubrics.  On district wide assessments we would determine the assessments and rubric and each score separately.  We would continue to do this and refine.  It was always very eye opening to see how different we would score the same writings.  The process was very important to the refining of the rubric to the point where it was able to be used consistently and accurately with similar results from all in the group.  It sounds like we will be doing a similar project this week for our course.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      When I taught 2nd grade, our team did a similar process. I do believe that calibrating is a very important component to rubrics. Rubrics alone certainly do not guarantee that every member of a team will score a piece of writing the exact same way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      It is interesting you both had this on a 2nd grade team. I have never done this, other than when I was a principal and I led inservice to do it. I wonder if any secondary teachers have experience calibrating.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I struggle as a consultant to get the instructors to be sure when using a rubric, that they use quantifyable descriptors that have a quality spelled out specifically. It is either present, or not, or measured someway in between.
    • criley55
      criley55 on 29 Sep 14
       
      Calibration is so important when you look at it from a district level view. When we have students moving from school to school or not even moving, but comparing data from schools, if rubrics haven't been calibrated or pieces commonly scored, the data really doesn't tell you what you may think it does.
  • if they are shared with students prior to the completion of any given assignment.
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      In my teaching experience, I found that many teachers skipped the process of sharing the rubrics with students.  I felt that this was a huge missed opportunity with the children in our classroom.  However, thoughtout my teaching career this became more of a focus in our district and it was amazing to see the transformation in student ownership of work when they had the criteria as defined in the rubric shared with them prior to their work.  
    • criley55
      criley55 on 29 Sep 14
       
      If we aren't sharing the rubrics with the students, they really can't take that ownership because they are guessing at what the teacher wants from them.
  • others worry that doing so will encourage formulaic writing
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is an interesting point, and one that I had never really thought about.  I can say that in my 7 years in the 2nd and 3rd grade level classrooms that I did not find this to be much of a problem.  However, I can see how some secondary level rubrics could put more of an emphasis on number of words, spacing, requirements for number of arguments, etc. could lead to more of a formulaic style of writing.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I can say this is a big issue in writing, especially "writing across the curriculum", where it is assigned by non-language arts teacher.
  • Feedback
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      Our team of teachers in both 2nd and 3rd grade found great benefit from conversations with students about the rubrics we were using.  It became easy to see how certain words of phrases in our rubrics were unclear to students, and how simple changes could make them more applicable and meaningful for our students.  I think the feedback process is vital in creating a quality rubric for students.
  • As both institutional enrollment needs and social pressures for access raise the need of remediation (Soliday), rubrics become increasingly important to student success. Gisselle O. Martin-Kneep, in “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • Lynn Helmke
      Lynn Helmke on 20 Sep 14
       
      I agree with the author on this point.  Using well-written rubrics and sharing with students before and during the project for self-assessment is critical for closing the achievement gap. There is a whole group of students who do not know what a teacher "wants". 
  • imilarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Very interesting points about the negative side of rubrics for students who may be gifted in the area of writing. Because my career has focused on students who are struggling, it makes me aware of how "one size does not fit all."  I guess the gifted student writer has to learn how to pass the State Assessment and then encouraged and mentored to grow in their gift of writing....interesting.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was very interesting too. Rubrics may stifle creativity especially when we want students to be creative thinkers and writers.
    • criley55
      criley55 on 29 Sep 14
       
      I thought this made interesting points as we are working so hard to create rubrics, we have to also think about those students whose work could be so much more but they are fitting into the constraints of the rubric.
  • Steps in developing a scoring rubric
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Building a good rubric takes time and patience.  I appreciate seeing these steps.  I am keeping a copy of this article on my computer. I really could keep it just in Diigo. :)
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I find this list of steps helpful as well and a good reference tool.
  • How well is the rubric tied to instruction? That is, does the rubric use the same critical vocabulary used in our instruction?
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      i appreciate the author stating that another criteria is that the rubric is tied to instruction and uses the same critical vocabulary. High stakes state testing is here.  But, I prefer to put my energy into increasing student learning so that all students can feel successful in school.....closing the achievement gap.....and not just measured by state tests.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      This is a very valid point here- I find that when working with special education students, they tend to struggle when different vocabulary and/or sets of presentation materials are used in assessment.
  • rubrics can be either “general” or “specific
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I can see the benefits of both a general or specific rubric. This also gives teachers options as to where the focus might be along with the outcomes.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      If a rubric is going to be of a more "general" type, I struggle to implement that data when looking at it for elibibility discussion.
  • Pilot test your rubric or checklist on actual samples of student work
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I like the idea of a pilot test. This could be done during a students first draft and would give the teacher an opportunity to make revisions prior to the final being assessed.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This could be another place where student involvement in developing the rubric could come into play.  Having the students use a rubric to assess their own work but at the same time assessing the rubric to see if it could be more detailed or written in more student friendly language.
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This seems like an easy way to personalize instruction and help students focus on and grow in areas where they may have a deficit.
    • criley55
      criley55 on 29 Sep 14
       
      I understand the importance of eliciting student input when creating a rubric but hadn't thought of it with weighing different aspects.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      It certainly only seems logical to share rubrics with students when assignments are given, but I know this isn't always practiced. It shouldn't be a secret what features will be graded. Rubrics provide students with a clear vision of what is expected of them and helps guide their work.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      This does defeat the purpose, doesn't it? Go to all that work to set expectations, and then not give students those expectations.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      When I was teaching, I used rubrics as part of my instruction. When clear expectations are set for students, they know what to aim for- and performance is usually higher.
  • understandable to the student but also be linked specifically to classroom instruction
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      In the primary grades, I think it can be a challenge to find "understandable" language. I do believe that incorporating the language from the rubric into classroom instruction will help bridge the gap between being student friendly and also specific enough for adults to grade accurately.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      In the high school setting, I find that giving the students the rubric that I am going to use to grade them, when I give them the assignment, allows for transparency (I'm not playing "Gotcha") and allows for the students to ask specifically what I am looking for, which then allows them to gear their work to what I am looking for as opposed to just hoping that they got it correct.
  • The argument against using rubrics
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      As I read through the arguments against rubrics, I couldn't help but think that most of the drawbacks to rubrics could be avoided with well written rubrics. However, the majority of my experiences with rubrics are in the primary grades where I didn't encounter many of the problems they mentioned.
  • First, you must decide whether you need a rubric. Consider what the purpose of assessment is.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Not everything needs a rubric. Should always think first what is the purpose of it. Good point to remember.
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Good question to ask. How will it be used. Hadn't really thought about this...a rubric's use for instruction and sharing it with the students in the learning process.
  • While longer scales make it harder to get agreement among scorers (inter-rater reliability),
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I have always tended to think that longer scales were better since very rarely a student fits perfectly within a specific criteria. However, I never really considered the added challenge of ensuring more consistency among scorers.
  • Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment. Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I think this is a great idea. Having a general rubric and a specific rubric. Also have it on your computer so it is easily changed or tweaked to meet the assignment.
  • assess outcomes in learning situations that require critical thinking and are multidimensional.
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Using rubrics for their intended use seems to make them much more meaningful.
  • “on what students have actually learned rather than what they have been taught,”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Love this! Absolutely!
  • contends that we ought to illicit student input when constructing rubrics:
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I could not agree more! What a great way to increase student engagement in THEIR learning!
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • , “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Interesting perspective. I can see where this could happen with a rubric, but a good rubric should not.
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Some great resources, advice and questions to help develop quality rubrics that meet their intended purpose!
  • using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics for performance benchmarks that applicable to each year's objectives shows that they are not just using rubrics to use them, but that they are specific and aimed at the performance of the students.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I have been working with my district on standards based grading. I think rubrics can shape the standards in relation to quantitative data.
  • accurately measuring the specific entity the instructor intends to measure consistently student after student
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics help the teacher/professor/assessor maintain consistency throughout the grading period, it makes sure that personal feeling are limited and gets rid of the "Oh I know that they know this so I'll give them the points".
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      I think this is key. I as a student like to know what I am being graded on and I think it's important to share that with my students too. If the students know what they are being graded on, it will most likely help them to relax a little more.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Holding back rubrics and the way teachers are grading from students is kind of like giving the "gotcha" at the end of the assignment. I know when I am not clear on my directions, I get 500 questions about it. When I am clear and students know what they will be graded on, it is better for both of us.
  • Be prepared to evaluate your rubric, using your meta-rubric and feedback—direct feedback from the students and indirect feedback from the quality of their work. Modify accordingly.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Evaluation and reflection are key to good teaching. It should also be key to analyzing a rubric. If it's not working, make sure that it's redone and give it a try again. This should be an ongoing cycle.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      This was a key "a-ha" for me. I think that rubrics are over used. Not everything can or needs to be assessed via a rubric. The key question for teachers should be first "What am I assessing?" then "Will a rubric meet the needs of what I am assessing?" So many times a rubric is used and it doesn't match what needs to be assessed.
  • bgeanaea11 on 22 Sep 14
     
    Interesting history and original use. It is important to clarify what we mean by "rubric" in education.
hsstein

Remind | Products on EdSurge - 1 views

www.edsurge.com/remind101

moodle_iowa

shared by hsstein on 03 Jun 15 - No Cached
  • hsstein on 03 Jun 15
     
    Am overview of the free communication service for teachers: Remind
amberstrang

StudyJams - 0 views

studyjams.scholastic.com/studyjams

ollie_iowa

shared by amberstrang on 14 Jul 15 - No Cached
  • amberstrang on 14 Jul 15
     
    Great free resource for elementary science and math videos.
juliefulton

Adaptive Learning System Articles - 2 views

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

shared by juliefulton on 17 Jul 15 - No Cached
  • Don’t be content to merely argue that you can’t be replaced by a machine. That’s a losing strategy. The winning strategy is to prove it.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I don't believe that a machine will every take the place of a teacher.  Building relationships with students is crucial to their success.  No significant amount of learning occurs, when a student's needs are not met.  Student-teacher relationships are fundamental to a student's academic success.
    • kburrington
      kburrington on 17 Jul 15
       
      I don't mean to disagree with you Lisa but I think good programs can replace poor teachers. I agree the programs can't replace a good teacher. A good teacher will learn how to use it as a supplement and teaching tool.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      Good programs are very valuable but I don't think teachers need to worry about being replaced. Students can get instruction but still need the interaction with others.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students that struggle academically will not be motivated to learn with out without adaptive technologies. A great relationship with a teacher can engage the student to learn and adaptive technologies are a great resource to aid that teacher!
  • Many students in the United States fail to complete school. 7% of high school students drop out before graduation and nearly half of the students who start college don’t finish within six years. Many of those students who don’t make it to graduation day are the kind of non-traditional students attracted to online learning.
    • lisa noe
      lisa noe on 17 Jul 15
       
      Many of my students have indicated that they prefer online learning over the traditional classroom.  Sometimes I worry they aren't getting the same education but at the same time I am thankful they have the opportunity to learn.  I imagine that many of them would have dropped out, if this option was not available.
    • bakersusan
      bakersusan on 18 Jul 15
       
      I agree with you Lisa that for some students, online learning is an option that has helped keep them in high school. I think it is important to talk to students who are thinking of dropping out to find out why. The issue may not be school but life. Though having an online program is often a way to help them return if they have left school.
    • kaberding
      kaberding on 19 Jul 15
       
      From my experience working with at risk students at the high school level, along with the intermediate level, most all of them prefer some online learning.  They thrive at the opportunity to use technology.  The only thing I hope we don't do is deface the value of making a connection with the at risk student.  These students not only like non-traditional, they also thrive with making a connection with teachers/adults who show interest in their well-being.  I love the technology, but also love the interaction and connections I make with students.  
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree, online learning has definitely kept some of my students in school. 
    • sheilig
      sheilig on 19 Jul 15
       
      I agree that the kids need to have a connection with a teacher, too. Our online credit recovery students are encouraged to work in the library on their classes. They know that the library staff will help them. They also have gone to the content teachers for help if they don't understand the explanation online. In addition to the facilitator of our credit recovery program, they have other staff members who are looking out for them and helping them succeed.
  • Adaptive learning tech will let them know when they need to slow down a bit and pay closer attention to the material.
    • madonna63
      madonna63 on 17 Jul 15
       
      When we work on our own, we're able to rush thru, maybe not doing the best work we can. AL won't let the student go too fast without letting them be aware of it. It's great that it calls attention to this. This way, the student can either slow down, or decide to do it later, when he/she is able to pay more attention.
  • ...23 more annotations...
  • Teachers don’t want to waste time on the stuff students already know, when what they need is specific help with this one thing that they just can’t figure out.  The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • madonna63
      madonna63 on 17 Jul 15
       
      Typically teachers cover all areas in lessons that they think students might need to know, which takes up a good chunk of classes. With AL, teachers can help students only if the student can't figure something out, thereby eliminating reteaching something they already know. A huge timesaver, plus it gets right to the problem, leaving no time for boredom.
    • kburrington
      kburrington on 17 Jul 15
       
      I really enjoy it in my U.S. History class because it gives me the time to expand on what they already know. Normally they would only get the basic information, now I have the time to ask why or what are going to be the consequence's? (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      What a wonderful way to personalize learning for each student.
  • A student using a physics program answers quiz questions about angular momentum incorrectly, so the program offers supplemental materials and more practice problems on that topic. A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information. A math student makes a mistake with the specific step of factoring polynomials while attempting to solve a polynomial equation, so the program provides the student with extra hints and supplemental practice problems on that step. An ESL writing student provides incorrect subject/verb agreement in several places within her essay, so the program provides a lesson on that topic and asks the student to find and correct her mistakes.
    • madonna63
      madonna63 on 17 Jul 15
       
      These are lessons that are particularly tailored to each student. Most teachers aren't able to do this for each student. These are done instantly, also, which a classroom teacher is also not able to do. Or, maybe the teacher is busy with other students the whole class time and isn't able to get to the student that day. He/she would have to wait or try to figure it out on their own.
    • kburrington
      kburrington on 17 Jul 15
       
      I agree with you. This can especially be helpful when you are working with larger size classes. Sometimes it's just impossible to get around and help everybody. You also have those who won't ask for help. The program is going to help them whether they want it or not. (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      If these programs truly do what is listed here, that is great. I know that when I was in the classroom, there were days I wasn't able to get around to all of my students and there were only 30 at most. In most districts that is climbing. I am concerned that the software in these programs doesn't really do what it says it can and therefore, students are the ones left out.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree if these programs can really do what this says that would be wonderful. Always in need of additional resources to help students learn different concepts.
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • kburrington
      kburrington on 17 Jul 15
       
      At the end of a chapter we sit with the student in what we call teaching moments. During these teaching moments we cover material that they did poorly on. It's nice that the program identifies these because time is not wasted on what they already have mastery of. (Ken)
  • If one student’s acing everything they do, the teacher know don’t need any intervention.
    • kburrington
      kburrington on 17 Jul 15
       
      This addresses I situation I often run into. That stigma that Alternative Ed. students aren't as smart. Several of my students are highly intelligent and are extremely bored in traditional classrooms. The adaptive learning programs allow them to move at their own pace and not waste time on stuff they already know or wait while the teacher helps those students who struggle. (Ken)
  • how much you trust the software to do what it claims it can do. These are your students, and you are turning them over to the care of a tutor. Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
  • it is critical to develop a clear and well-articulated position on which teaching functions the software can fulfill and which it can’t in order to defend the value of a real college education and the faculty who deliver it.
    • madonna63
      madonna63 on 17 Jul 15
       
      All of these positions need to be considered when deciding on what software to purchase. It would, also, be helpful to communicate with another school which uses it. They could tell you where there are strengths and weaknesses. You would need to know as much as you can about what you are specifically wanting from the program. It would be nice to have a trial period to see if it works with what you're needing before you have to purchase it.
  • Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students
  • "Let's say you want to teach engineers how to build a bridge," he said. "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • kburrington
      kburrington on 17 Jul 15
       
      When looking at different programs this was one of the main things I looked for. One of the main reasons we decided to go with the program we went with was because it contained several interactive experiments in it's science programs. We acknowledged that the students were missing out not being in a traditional classroom doing the hands-on work.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students deperately want to be challenged to their individual level and technology has their attention. Utilizing technology with innovative opportunities to learn are win-win for students and teachers.
  • A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.
    • lisa noe
      lisa noe on 17 Jul 15
       
      As much as this sounds good, students must have the self-discipline to do their work in a timely manner.  Unfortunately, many do not.  
    • sheilig
      sheilig on 19 Jul 15
       
      I have seen this, too. Most of our credit recovery students need someone to make sure their "own pace" doesn't drag out too long - or wait until the week before school is out. 
  • Important to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I like the idea of being more of a guide on the side than a sage on the stage.  That is the role I prefer to have with my students.  I think it is definitely an important component in a PLE. 
    • sheilig
      sheilig on 19 Jul 15
       
      The students really need that guide still. In addition to learning the content, they are learning how to manage their time and meet deadlines independently. A lot of the students need help with this.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      If we want students to become lifelong learners we need them to be able to access information and use that knowledge. As teachers the guide on the side should always be our role, in my opinion. 
  • adaptive learning models as one approach along a spectrum that enables personalization."
  • The CogBooks platform also supports an adaptive approach that takes the student on a pre-programmed path in response to his or her input or pre-test results. The system also incorporates consideration of the best learning sequences, based on a student's responses, knowledge profile, learning-style preferences and even context
  • The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
  • You should assess the number of remedial students served yearly, the successes of existing initiatives, the unique challenges faced by the many types of students that can fall within this population, and how successful your institutions is on the whole in serving these students
    • kainley
      kainley on 19 Jul 15
       
      I think it is important to look at your data. Tier 2 students may need something in addition to their Tier 1 instruction. Maybe the Tier 1 instruction can benefit from using the technology, but it will all be based on the data. This will determine what kind of technology the school will need to provide.
  • we wonder whether some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • kainley
      kainley on 19 Jul 15
       
      I wonder this as well as I take the course. If what we are currently doing is showing progress, I would want the technology to show me ways to improve the progress, not just do what we are already doing.
  • offer additional lessons on a subject until the student gains mastery
    • kainley
      kainley on 19 Jul 15
       
      I love this idea. The idea that a student will be able to come back to it time and time again and gain mastery of a standard is wonderful. When teaching a large group of 20-30 students, we move on when 80% have mastered the standard. I created small group time in my classroom to reach the students who have not mastered it. Using adaptive technology would be a great alternative to that.
  • Adaptive learning technology can help recognize the challenge they’re having and provide additional resources to help them work through it on their own, especially at times when a professor isn’t available to give help.
    • kainley
      kainley on 19 Jul 15
       
      Having addition resources is key to success. If a student is experiencing a challenging subject for them, it is nice to teach it to them in a different way.
  • Students can also get a clearer idea of when they’re ready to move on. If they’re rushing to complete their work, it can be easy for students to assume they’ve understood what’s in a chapter and jump ahead ­– unless they have to take a quick quiz that shows what information they’ve retained
    • kaberding
      kaberding on 19 Jul 15
       
      I really like the tracking.  I can see who might be having trouble where and I especially like to use it to see if I have a group of students that are not understanding a particular concept.  I can pull not only individuals, but also pull a small group of students to reteach the concept.  
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students tend to work on their academics very late in the evening - whether it is due to extra-curricular activities, a job, or procrastination! With this technology, students can get assistance regardless of the time of day/night, when they are in the mood to learn.
  • "I'm a big believer that we should not take the teacher away from the teaching process," he says. "We should build the technology around the teachers to empower them and put them at the center of the story. We want them to be able to leverage the technology, rather than being replaced by it."
    • kaberding
      kaberding on 19 Jul 15
       
      I love this!  The teacher needs to be the center of the learning with many tools and resources available to help students learn in their particular way.  We need access to as many tools and resources we can get, however these programs are costly.  Also, once a teacher gains familiarity with a program, there is risk that it will not be endorsed by the school the following year.  We are experiencing this for the upcoming school year; a program we have used and are very familiar with was just cancelled with no replacement.  That's upsetting.  
  • Adaptive learning technology tracks what and how each student is doing so that teachers can keep up with each student’s progress.
  • There is a cultural temptation, fed somewhat by eager vendors and a press that tends toward an excess of techno-optimism, to believe that adaptive learning platforms are the future of education and can be full replacements for teacher-facilitated classes.
    • sheilig
      sheilig on 19 Jul 15
       
      So true. The students need teachers who care how they do and hold them accountable.
  • "The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.
    • sheilig
      sheilig on 19 Jul 15
       
      Our students have become frustrated with some of the adaptive systems we have tried because there was a lot of down time with the systems. Hopefully as it's use increases the bugs will be fixed. After losing class time to technology issues, I had students tell me to "just give me a worksheet!" 
  • "One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom," Johnson said. "We see this [approach] as part of a much bigger pedagogical picture. The technology is a tool that gets us to our goal of rehumanizing our large classes."
    • juliefulton
      juliefulton on 22 Jul 15
       
      If Adaptive Technologies can free up a teacher to work in small groups and individually, allowing for personalized learning, then I believe that it benefits the entire educational system. This statement gives me hope that PL is possible given our climate on educational funding.
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

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

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