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david moeller

Articles: Delivery - 2 views

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

shared by david moeller on 18 Jul 14 - No Cached
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is very true and I have experienced the value of finishing early both as a presenter and as a participamt
    • tjbudd
      tjbudd on 22 Jul 14
       
      True, but in a class setting we shouldn't end class early to accomplish this. Planning other activities to enhance an early end is a good idea.
    • we4nails
      we4nails on 28 Jul 14
       
      I think we have been taught that keeping students busy bell to bell is important and that often we try to do that by being in front directly instructing the whole time. Finishing a little early with an enrichment opportunity - or time for them to dig into the other 20% would be a GREAT idea for in the classroom!
  • press the “B” key while your PowerPoint or Keynote
    • mnollsch
      mnollsch on 18 Jul 14
       
      I can't believe I didn't know this!!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      This article is a bit dated, so you will need to double check it is true in the current version. I've got a button on my remote that does the same thing, so I'm not much help in this.
    • tjbudd
      tjbudd on 22 Jul 14
       
      I use a remote too. Didn't know that worked, will have to check it out.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Great tip.  I will be checking this out.  
    • we4nails
      we4nails on 28 Jul 14
       
      I usually just mute the screen, same effect and works from the remote.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I had no idea....
    • mnollsch
      mnollsch on 18 Jul 14
       
      I don't seem to have many problems with logical resistance when teaching. However, emotional resistance often comes up with college students when I present information that challenges a belief they have about parenting, guidance or something they experienced growing up.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I have occasionally run into resistance with my staff members. Unfortunately, it was a divided staff anyway, and I think some of the resistance came from just being bull-headed toward others. I have felt my presentation was adequate, but would actually see some staff members look around before making any comments. It was a tough group of staff members to work with!
  • ...51 more annotations...
  • Acknowledge any sacrifices they’re making,
    • mnollsch
      mnollsch on 18 Jul 14
       
      Students are often overwhelmed by the work load when they get to college.  It's important for me to remember to acknowledge that they are overwhelmed and give them survival tips!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Good point! Acknowledgement goes a long way towards your end goal of persuasion.
  • break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides,"
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is a very helpful strategy. Or I build in a pair and share, small group activity, an opportunity to use materials, etc
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      The pair/share is my staple... when planning, if I can't think of something more profound to put in there, I will put in a rhetorical question and do a pair/share. It does do wonders for keeping the audience engaged.
  • Practice 10 hours for every one hour
    • mnollsch
      mnollsch on 18 Jul 14
       
      Well, maybe for a presentation at a conference.  This isn't even practical for daily work in the classroom with the teaching load and preps I have!  
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Agree, that might be great if you only give a few different presentations, but I have daily hour long lectures to present just to get all the content in before the AP exam.  I would never sleep!!
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      This seems like a lot! 
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I had to give so many presentations as a principal. It would have been impossible to spend 10 hours for each hour! I know I did early on when I first started my presentation career, but certainly not as it go going!
  • However, he says most presenters will spend 99 percent of their time preparing the content and
  • Start strong
    • kbelland21
      kbelland21 on 21 Jul 14
       
      This is very true! The presenter will keep the audiences attention if they start the first 2-3 minutes strong.
  • come up with arguments against your perspective
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Great idea! This will help you be better prepared when they come up.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I agree it helps to be prepared. With my divided staff, I always tried to play devil's advocate with myself to prepare myself for the inevitable. Sometimes, I won my "argument". Sometimes not, but I always tried to be prepared with facts.
  • "Try to find some way to break up the presentation into manageable chunks of time,"
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Engage your audience in a hands on activity if possible during your presentation. Keep them active and engaged.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Good suggestions for breaking up the time.  My presentations are always long, I need various activities for keeping the students active.  
  • give the audience's eyes a rest every so often
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Interesting thought. Images that are very busy can take time for the audience to digest, give time for them to comprehend the images and the presentation.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I like the thought of just blacking out the slide show every once in a while using the B. It gives the audience a short time to digest and yet continue with the presentation.
  • deliver your presentation and watch yourself
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Great tip! You will learn a lot from watching yourself present.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      I did this last year when working on my National Board Certification.  It was very eye opening, I noticed everything odd that I did (speech, questions, movements).  
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I found this to be the most helpful strategy during my student teaching as well! 
    • we4nails
      we4nails on 28 Jul 14
       
      This is something I do a lot as a conductor, but haven't used it in presentations as much as conducting - what a good tip!
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I love doing this! I always videoed my student teachers and when I started giving staff presenations, I always had someone tape it for my own review. It's amazing what you notice that you didn't realize took place!
  • passionate about your topic and let that enthusiasm come out
    • tjbudd
      tjbudd on 22 Jul 14
       
      I've been telling my business students this for several years. If you can find something you are interested in, your enthusiasm toward that product or service is evident. I guess it makes sense that it would translate into the things we speak about.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      yes, do what you love and love what you do. It matters.
  • individuals rather than scanning the group
    • tjbudd
      tjbudd on 22 Jul 14
       
      I like this technique. I think it helps create a bond with the group if you make eye contact and hold it for a few seconds before moving on. Scanning without holding eye contact seems awkward to me and insincere.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      Scanning the group seems so unnatural to me. I DO make eye contact with different audience members. Granted, I scan to find that individual but it is not a robotic look around and I do settle on someone.
  • Make sure your text and graphics are large enough to be seen on the small the screen
    • tjbudd
      tjbudd on 22 Jul 14
       
      We use dual 42 inch displays in our training rooms. They work very well for freedom of content. Blacks and whites are all reproduced well but text size is critical. The monitors almost force better slide design by becoming illegible when too much text is placed on the slide.
  • standard template in PowerPoint? Title and bullets
    • tjbudd
      tjbudd on 22 Jul 14
       
      I think they're the norm just because they speed up the preparation side; not because they increase engagement or comprehension.
    • we4nails
      we4nails on 28 Jul 14
       
      Some business places require this, I know that my sister who has shadowed me in this venture is forced to follow that outline and she hates it. It is also the format that original note taking strategies were taught decades ago, and we just can't seem to move past it despite all of the evidence that it doesn't work.
  • Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes. "When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience
    • tjbudd
      tjbudd on 22 Jul 14
       
      I think this is an easy trap to fall into. If we've got a screen full of bullets and text, when we get a bit nervous, we resort to reading.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      No doubt everyone in the room can read the slides themselves! This is one of my biggest pet peeves when being an audience member so I am very conscious of it.
  • everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing
    • tjbudd
      tjbudd on 22 Jul 14
       
      So true, I've seen the atmosphere in the classroom change on a day I wear something more casual. On the same note, I think students seem to respect our opinions more when we are more formal. I tend to start a new semester with more formal clothing, then back off to make them feel more comfortable in sharing their opinions once I've earned their respect.
  • The first 2-3 minutes of the presentation are the most important.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      I find this true in my classroom on a daily basis. The opener for the lesson is most important for getting the students attention.
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I was going to say the same thing! This reminds me of the anticipatory set of a lesson plan. 
  • thank them for their input.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      Thank yous validate the speaker. They also give you time to ask them to clarify if your not sure of their point. 
  • remember that the people in your audience get to determine whether your idea spreads or dies.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      This is so true. It is the presenters challenge to get the audience to accept and support your idea.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      For me, this means "selling" my class.  I need the students to be engaged and excited about the material so they convince others to take my classes.  
  • you want to read from them,
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      It's like seeing the headlights of an oncoming car,if you look at it too long you will drive right into it. 
  • "Only about 7 percent of the actual words or content is important.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      If the presentation is good enough mush of the body language etc is not noticed. I think of listening to Temple Grandin. I was a bit distracted at times, but I was also applauding a lot. 
  • If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      So really-make the effort to look at what you are asking them to do. Teachers are sometimes guilty of asking students to do something the wouldn't or couldn't do. 
    • we4nails
      we4nails on 28 Jul 14
       
      I couldn't agree more! I feel like this is so important to remember, and that the more we DEMONSTRATE in a classroom, the more validity there is in what we ask them to do. They need to see us in action too.
  • Move away from the podium
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      I will be doing more of this.  I have been too dependent on the speaker note function of PPT.  
  • Keep the lights on
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      As technology in the classroom advances, this will be even easier to do.  Presentations done on a large screen TV versus a projector will make all the difference.  
  • esistance doesn’t have to be a bad thing.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      This is a good reminder.  
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      This would be a good time for a hands-on activity or an activity that involved the audience to move around. 
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have noticed that the most resilient of students are engaged during video clips. If used appropriately and strongly, they can be powerful motivators to vest students in the information being given to them.
  • In reality, though, you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      Interesting viewpoint! 
  • Most people listening to presentations tend to tune out after about 10 minutes,
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I have heard teachers are the worst listeners so I can only imagine what the timeframe would be for professional development! 
  • They glance at a slide just for a second to prompt them for the next piece of information," Gallo says. "And then they turn and deliver to audience. They know what's on the slide because they have practiced."
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      A presentation where the presenter really knows their material are the most engaging.
  • Humans have short attention spans when it comes to passively sitting and listening to a speaker.
    • joyisuful
      joyisuful on 25 Jul 14
       
      This is true.  It makes me think of sermons in church- my attention span is often short and my mind wanders easily when the minister says something that makes me think of something else.  I find that when the presenter (or minister) holds my attention best when they keep it short and don't repeat themselves.  I also find humor to bring my attention back if I do get distracted.
  • Get closer to your audience by moving away from or in front of the podium.
    • joyisuful
      joyisuful on 25 Jul 14
       
      Getting close to the audience really helps make it feel like a conversation.  
  • But it is all for naught if you do not have a deep, heartfelt belief in your topic.
    • joyisuful
      joyisuful on 25 Jul 14
       
      I think this is very true but sometimes we have to make presentations where we don't really have a passion.  For instance, if I were a principal, I might have to present something on safety or some sort of new law or requirement.  I may not have a passion for this but can probably still make it more interesting than it really is if I work at it.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • joyisuful
      joyisuful on 25 Jul 14
       
      The kids in my class always ask me to turn the lights off when we do anything with a projector.  I think it might be because I have a gigantic window in my classroom that lets in a lot of light.  I usually don't give in and will remember this now and keep the lights on.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have the same problem. It is almost always a problem to see if we leave the lights on. I like the idea of creating ambiance though. I have invested in some floor lamps to use this year. I guess we will see how well that works? I am second guessing them now with this information.
  • Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
    • joyisuful
      joyisuful on 25 Jul 14
       
      I try to do this but sometimes people still come up with something I never expected.
  • You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
    • joyisuful
      joyisuful on 25 Jul 14
       
      This is so true but also hard to anticipate everything the audience will be thinking.
  • Above all, Gallo says, remember that the most engaging speakers have a simple secret weapon: "They practice much more than the average presenter."
    • joyisuful
      joyisuful on 25 Jul 14
       
      As with anything, the more practice the better!!!
  • let your passion for your topic come out for all to see.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have noticed in teaching this very same thing. The difference between engaging students or distancing them from the content is how passionate the teacher is about the information and about teaching it. Passion is key for engagement with students.
  • In conclusion….
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      This is so true! This happens all the time at our church. I love my pastor dearly and wouldn't trade her for the world, but she has a bad habit of saying "in conclusion" about 5 times before actually closing. I do notice these are the times I am most alert during the sermon. Naturally, an audience can only hold focus for so long before drifting. I want to try to get my students to my "in conclusion" before they lose their main focus.
  • you’ll sharpen your presentation and stand a much better chance of winning your audience over.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      This is so true! When we prepare for opposing viewpoints, we not only have a chance of winning over more of the audience but we also learn our content better. I know that I always seem to learn the most when I am forced to teach it to someone else!
  • Hitting raw nerves will set people off.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      It is so important to remember to be mindful and cautious when we are talking about possibly offending anyone in our audience. If we are not careful, we could lose all credibility as a speaker from being careless with diverse beliefs in the audience.
  • wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity
    • we4nails
      we4nails on 28 Jul 14
       
      I think this really applies to the FIRST DAY of class. As I prepare for upcoming lessons and new faces, I am reminded how important this really is in the first days of school. I hope to possibly have a new "get to know you" presentation idea from this class for those first few days!
  • and show that you’re shouldering some of the burden yourself.
    • we4nails
      we4nails on 28 Jul 14
       
      I think that as teachers we are sometimes really bad at showing kids the amount of work we put in. There is a difference between complaining and being transparent. When my students realize that I spend two hours outside of their extra rehearsals working for them, they work harder for me. It is important to go about this by not acting burdened but by demonstrating that you believe in the work so you are willing to carry the weight - they are more likely to feel the same way too.
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • we4nails
      we4nails on 28 Jul 14
       
      This is REALLY true and as a musician, is a great connection I can make for my students to the level of rehearsal we put in for a concert. If they can see that this type of rehearsal is important in the business world too, it may help them to find it more relevant to practice. The problem is, I don't know many people willing to put in this kind of time!
  • "Look at some of the great speeches over our history, John F. Kennedy's or Barack Obama's speeches, and they're able to galvanize the nation in speeches that last under 20 minutes," Gallo says. "So do you really need to two hours to get your point across?"
    • we4nails
      we4nails on 28 Jul 14
       
      I love this quote!
  • o advance your slides and builds, use a small, handheld remote
    • david moeller
      david moeller on 28 Jul 14
       
      I'm actually going to purchase one right now!
  • and it’ll help you develop a deeper understanding of the topic and a more nuanced point of view.
    • david moeller
      david moeller on 28 Jul 14
       
      I generally appreciate when skeptical audience members challenge the topic I'm discussing for exactly this reason. It gives me a deeper understanding of what I'm trying to explain...
  • Fail to Rehearse
    • david moeller
      david moeller on 28 Jul 14
       
      True. Just like in practice for sports, if we don't do a live run, the presentation most likely won't go the way we want. And in doing this we prepare ourselves for the unexpected. 
  • "They don't just wing it."
    • david moeller
      david moeller on 28 Jul 14
       
      And if we want to sell what we are presenting we need to rehearse. I'm on my 4th round of my current presentation that I will share...
  • Grab your digital video recorder
    • david moeller
      david moeller on 28 Jul 14
       
      We've purchased Camtasia, which allows for screen and video recording at the same time...
amytlach

Articles: Delivery - 2 views

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

shared by amytlach on 25 May 15 - No Cached
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • kliston
      kliston on 25 May 15
       
      I never knew this trick. I will definitely be using this trick in future presentations.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I didn't know it either.  That's an awesome trick that could have saved my bacon several times!  Well, lesson learned.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This is new to me also! I wonder if I'll be able to remember it in a crisis moment?
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • kliston
      kliston on 25 May 15
       
      We tend to turn the lights off when we present in the library and when we do this it does turn all the attention to the slides vs. to the presenter. We will no longer be turning off the lights.
  • At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
    • kliston
      kliston on 25 May 15
       
      Keeping in mind the 10 minute rule is something that seems manageable as well as appropriate. We do this with students in elementary school so why wouldn't we do the same thing with adults? Thanks for the reminder.
    • Karen Stern
      Karen Stern on 29 May 15
       
      This is a good reminder! Since my team does so much coaching in differentiation in the classroom, we have made it a habit to practice differentiation in our presentations to staff.
    • amytlach
      amytlach on 01 Jun 15
       
      This reminds me of the 'brain breaks' I used to take with my students when we were working on new concepts.  Lots of interesting things come to mind that could be done to connect these chunks of time at the end of the presentation to. 
  • ...59 more annotations...
  • Practice 10 hours for every one hour of the presentation
    • kliston
      kliston on 25 May 15
       
      Wow! 10 hours of practice for every hour of presenting. That seems like a lot time but I know from experience the more time I spend preparing the better my presentation tends to go.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      That seems like a lot to me too, but maybe this could include the previous time we have spent teaching concepts before.  If we have a story that works, we can incorporate that into our 10 hours?
  • 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability
    • kliston
      kliston on 25 May 15
       
      This is an amazing statistic. Gallo's tips below are something that I am totally going to apply to my next presentation.
    • Karen Stern
      Karen Stern on 29 May 15
       
      That's a daunting statistic! No matter how much time and effort and study I put into a presentation, it is worthless if I don't connect with my audience.
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Important to remember the hook.  I wonder what the time frame is if the entire presentation is less than 10 minutes?  I'm thinking of myself here with web videos in the flipped environment.  10 seconds?  30?
    • Karen Stern
      Karen Stern on 28 May 15
       
      Wow. This makes me realize how important it is to connect to the audience even before the presentation begins.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love this: "The audience wants to like you"  So true.  Another way I've heard it expressed is - They're rooting for you.  It's true!  
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      My students always get nervous and accidentally change slides when they use my Keyspan remote.  Just goes to show, you have to practice.
  • But go for a compromise between a bright screen image and ambient room lighting.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      A problem we also have is if it is too dark (no windows in most of our classrooms), students or attendees can't take notes.  I also  know from personal experience - it's darn hard on my eyes when everything else is dark, but there's a bright white screen in front of me.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      These basic concepts of logos, ethos, and pathos are the core concepts I expect my sophomores to understand and apply in their writing and speeches, so it's only reasonable that I be able to apply them as well.
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree, Wendy! We should demonstrate those same characteristics that we expect from students. I think when audience members give resistance, it shows that they are engaged and struggling through the ideas that we present.
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Logos, ethos, pathos.  Nice connection.   And while I don't need to believe the audience will resist (this could cause more harm than good for me), I can simply consider what they might be fearful of, feel threatened by, and/or not feel familiar with.  Empathy is key.
  • Nobody is as interested in you as you think they are,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Ouch.  Sad, but true.  I think this ties in heavily with the Curse of Knowledge.  As much as I think something is cool, and therefore am deeply excited and engaged by it, they don't.  And the longer I talk to try to change that, the worse it becomes.  
  • "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I wish I could get my high schoolers to believe this.  They think practice makes them boring, so their awkward mistakes that get awkward laughter is "good" for them.  Ugh.  So wrong...
  • how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I remember telling students this when I taught speech.  93% of any message isn't dependent on the specific words, but rather how those words are communicated.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I make my sophomores do this before their first speech!  They have to use their school iPads and record themselves giving their speech, then watch and evaluate themselves.  Those who do it invariably get better!
    • amytlach
      amytlach on 01 Jun 15
       
      This is SO HARD to do, but so good for you to take the time to do.  I hate watching myself,but untimately find it helpful and feel more relaxed when I present after watching and self evaluating
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This ties well to the 80% rule in the Mindfulness lesson. I should always leave an audience wanting more of the information I am sharing, not looking at their watches hoping to be done soon.
    • amytlach
      amytlach on 01 Jun 15
       
      I really thought long and hard about the 80% rule and this goes right with it.  We really don't need to tell EVERYTHING we know in one sitting! 
  • If I had only one tip to give, it would be to be passionate about your topic and let that enthusiasm come out.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Yesss!  Thank you, Garr.  This seems like a salve for all of my presentation ailments that come with worry about delivery.  So good.  Best advice.  Makes it easy.   And if I don't feel passionate about it, I make myself find something to connect emotionally to, and work from there.  Ultimately, it's all emotional.  If I can find the emotion in it, the passion, the audience will buy in and we'll all connect.  
  • Don’t hold back
  • Be confident
  • connect
  • in an honest and exciting way
  • let your passion for your topic come out for all to see.
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yeah, this is not the place to ramble about the boring specs.  Hook them first, then gradually disperse the resume type of accomplishments throughout the presentation if you want to, embedded within it, and relevantly attached to actual points you're expressing and demonstrating and illustrating.  Your background can be an asset to reinforce a point you're making, so you're seen as having experience with the concept...
  • Professional entertainers know this very well.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  I'm a musician, and whenever I play a show, I stack the songs in a way that will build momentum and allow the audience to ride the music in a way that they'll want more of us when we're gone.  It's strategic, and it's also totally about reading the vibe of the audience and scrapping any plans I had for a setlist if it doesn't feel right as gauged against the crowd.  
  • short attention spans
  • if you have 30 minutes for your talk, finish in 25 minutes.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Totally, if not less, even!  This way, you can allow for bumps that arise or opportunities for conversation should that arise, too.
  • The podium is a barrier
  • Get closer to your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I strive to make eye contact with everyone, move my body throughout the room, weaving, getting close in proximity to everybody.  My voice then travels with me, providing a different dynamic, and memory is triggered with association of spatial relationships.  So, if I'm talking about a certain topic while over here, the audience will take in that whole spatial/audio/visual relationship and it will stand out from when I made this other point while standing over there, with other spatial/audio/visual relationships at play.  It's the way our brains work, so we just capitalize on our natural proclivities.  
  • Remember the “B” key
  • By having the slide blank, all the attention can now be placed back on you
  • don’t forget to smile
  • eye contact
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      There is a chemical called phenylethylalamine, and it is released during eye contact.  It's partically responsible for humans falling in love, among other cool things like helping digestion and improving motor skill dexterity...all of this while under the spell of phenylethylalamine.   I definitely want my audience to fall in love with me.  ;)
  • The audience should be looking at you more than the screen.
  • thank them for their input.
  • you’re not the star of the show. The audience is
  • It’s in their power to embrace — or reject — your ideas
  • You’re presenting because you need them to change their beliefs or behavior in some way
  • people find it hard to change. So expect them to resist.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is amazing.  If we expect there may be kickback, it won't be so painful or disorienting to pull order back in.   I just read an article and the author said - the more great things you do, the more people you will touch, and so the more people will know you and love you.  When you increase the number of people who know about you, you increase the number of people there will be who hate you.  Wow!
  • Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
  • considering different points of view and addressing doubts and fears before they become roadblocks,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is sort of like the concessions at the beginning of a persuasive essay...admit there are other sides, there is controversy, there is resistance.  Name it, throw out possibilities, and then invite the audience to let go, free their minds of distractions and judgment and assume there just might be something they could take away and learn from this presentation.  Since learning has to have an emotional attachment, it's important to address that admit it, and encourage the audience to tap into that part of themselves that is open to making the time worth their while by finding a way, even forcing a way, for their engagement, which means not assuming they know everything and to have a beginner's mind.   After some shared vulnerability and expressed passion for my subject, I have audiences to somatic exercises and breathwork before I begin fully. It breaks the ice.  ;)  Makes them feel less foolish if they want to ask questions.  It softens them to me, and unites the group as a whole with a sense of camaraderie, because they all just went a bit outside of their comfort zone together.  
  • So be humble in your approach
  • and their frustrations and anxieties — should shape everything you present.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      They just want to be heard, want to feel seen.  They have a real response and it's triggered by a zillion things in their past and programming that I as presenter couldn't have foreseen, and I don't have the same trigger points as they do.   It's about being gentle on myself and the audience.  ANYTHING they express is valid.  Acknowledge their real feelings, embrace their right to express it, courageous is what they need to feel from it.   Resistance is a sublime opportunity to learn, as a 'teachable moment', a growing pains moment, an illuminator for new consciousness on all parts.  It definitely will help me grow and resculpt my approaches to my work.  Awareness is good. 
  • Removing physical barriers between you and the audience will help you build rapport and make a connection
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree with this idea! The last time that I presented at a Teacher Quality workshop, my partner and I were in the high school auditorium. We were on the stage, and the audience was spread out all over the room. It was hard to draw a response from them!
  • audience
  • share your ideas with others before you present
    • Karen Stern
      Karen Stern on 29 May 15
       
      Sharing the presentation ideas with others (especially those who work in different fields than I do) will be a good way to gauge the receptiveness of an audience.
  • Practicing in front of another person or a video camera will help even more
  • he says
  • out loud, over many hours and many days
    • Karen Stern
      Karen Stern on 29 May 15
       
      Ouch. This is something I HATE to do! Especially in front of others or a video camera. It would be worth it, however, to know that I'm doing more than winging it.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Agreed, Karen...this is indeed painful for me, too.  Yet, critical to success.  I don't want to flounder and flop once in front of an audience.  
  • When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
    • Karen Stern
      Karen Stern on 29 May 15
       
      I've never thought about reading from the slides in this way: that it breaks the connection to the audience. I have always tried to avoid reading from the slides just because it seems unprofessional and condescending to my audience, but I'd never thougth about the connection that gets lost.
  • so you’ll take on a conversational tone
  • it will show
  • feel more warmly toward them
  • you’ll disarm them
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Important not about disarming the audience.  We want openness so the message can hook them in their hearts.   Imagining each one of them is a dear friend or family member, or beloved client ALREADY, helps me frame the audience in love and wrap them in understanding and compassion.  
  • they’ll be more likely to accept your message
  • people in your audience get to determine whether your idea spreads or die
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      This can feel daunting and intimidating!  Solution?  Speaking with conviction about a topic I'm passionate about and believe in as something to help the audience, for their highest good...this is the remedy for worry about whether or not the audience will love me and my work.  
  • Don't make every slide look the same (i.e., Title, Bullets; Title, Bullets)
  • As you plan your presentation, try to come up with arguments against your perspective.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Brilliant!  This suggest to basically build in the alternate viewpoints while planning.  It sort of happens naturally while I prepare - playing my own devil's advocate.  I'll not trust that those thoughts are worth using to make myself more prepared, instead of dismissing them.  Love this.
    • amytlach
      amytlach on 01 Jun 15
       
      This is more common all the time with issues that people who are not involved in agriculture are not educated about as to how or why things are done to be productive.  Great to think about what potential is out there for opposition. 
  • alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
  • And then the audience gets bored. And people start checking their BlackBerrys
  • give the audience's eyes a rest every so often."
  • you'll come across as much more engaging as a speaker and effortless."
  • internalized the content
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Internalizing content is complementary to finding a way to emotionally connect and feel passionate about the topic in the first place!  These two concepts seem to feed each other.
  • temptation is to turn the lights off so that the slides look better
    • amytlach
      amytlach on 01 Jun 15
       
      This is a great point, but some photos need to have the room darkened some to be able to see.  I have played with brightness on a few photos and it seems to help with some. 
  • "They practice much more than the average presenter."
    • amytlach
      amytlach on 01 Jun 15
       
      What a great reminder!! Preparation makes everything better. 
tvalline

Articles: Delivery - 8 views

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

shared by tvalline on 27 Sep 14 - No Cached
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It is so important to avoid the "expert syndrome" as was alluded to in one of our earlier lessons. TMI is very damaging. It is NOT about us as presenters. We need to remember what the goal of the presentation is and stick to it.
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • marydirksen
      marydirksen on 27 Sep 14
       
      My students will testify that this is absolutely true. Presentations put them to sleep if the lights are out.
  • So look at things from their perspective, and proceed carefully.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It really does help to know your audience. When I present to our faculty, I am already aware of the "hot button" issues. However, if we are to present to an unknown audience, it would be great to find someone "on the inside" who can prepare us for areas of contention.
  • ...27 more annotations...
  • "We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing,
    • marydirksen
      marydirksen on 27 Sep 14
       
      Wow. This sounds like a very high statistic. Are we really so judgmental that we reject the message because of the messenger?
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This is concerning.  I may become a bit more self-conscious after hearing this...well not really.  Those high schoolers are going to be judgemental no matter what, I think I'll just keep on doing what I do.
  • So keep the presentation to less than 20 minutes.
    • marydirksen
      marydirksen on 27 Sep 14
       
      Yes! What will be remembered are the discussions and responses to the material that is presented. Audiences/Students must be given the opportunity to engage the material, to "enter into" in what is presented.
    • merle64
      merle64 on 29 Sep 14
       
      Hmm.  I find myself resisting this blanket statement, both as an audience member who has listened to a lot of engaging presentations that were in the 30 to 60 minute category, and as a presenter who usually talks for 30-45 minutes (with activities/discussion) Depending on the topic, and the level of engagement of the audience, I would think this 20 minute rule may not apply to every situation?
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity. Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • merle64
      merle64 on 29 Sep 14
       
      This is true even for presenters who have already established a relationship with the audience.  The presenter still has to work to continue to win the audience over, rather than rest on the success of past presentations.  
  • Get closer to your audience by moving away from or in front of the podium. The podium is a barrier between you and the audience, but the goal of our presentation is to connect with the audience. Removing physical barriers between you and the audience will help you build rapport and make a connection.
    • merle64
      merle64 on 29 Sep 14
       
      I notice that children do this naturally.  They love to scoot up front, as close to my legs as possible.  They're establishing a connection, and that helps them listen, attend, and learn.  
    • medidiigo
      medidiigo on 30 Sep 14
       
      Oh, but we like our podium. It feels safer to hide behind the barrier, especially when we're not used to giving presentations to adults. This will take some getting used to.
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This always increases classroom participation.  I continually use this technique in order to gain attention.  It keeps the participants on their toes and allows the presenter to be more "present".
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • merle64
      merle64 on 29 Sep 14
       
      And carry extra batteries for said remote, too.  It's very easy to forget to turn the remote off after the presentation.
  • If your presentation has to be long, break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present. "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • merle64
      merle64 on 29 Sep 14
       
      Bingo!  This is the key for the longer-scheduled presentations.  Students need opportunities to move, talk, laugh, and share how they're processing what's being presented.  
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      I often did break my presentations up, but more like 20-30 minute intervals.  Having only 10 minute intervals will aid in discussions and feedback.  I am looking forward to trying these time frames out.
    • tvalline
      tvalline on 05 Oct 14
       
      Most of my presentations are to students and I'm expected to fill 48 minutes.  By using this principle and breaking it up every 10 minutes I will have a much better chance of keeping them engaged.  They respond to video well and as mentioned, need to interact with the content.
  • Too many presenters stick to the PowerPoint template, Gallo says, then cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored. And people start checking their BlackBerrys. (To see eight of the worst PowerPoint slides ever created, see "8 PowerPoint Train Wrecks.")
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is so true. And I am just as guilty as the next presenter for using this standard technique. Somehow we thought that a spash of color here or there would make it more interesting. These kinds of "Death by PowerPoint" presentations are going to be even more difficult to endure as an audience member, now that we know Presentation Zen.
    • tvalline
      tvalline on 05 Oct 14
       
      Guilty.  Working on it, though. :)  Trying to incorporate less words and more images to illicit better retention.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Simple, yet effective. I didn't know about this
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak. You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns. As a result, you’ll disarm them, and they’ll be more likely to accept your message
    • medidiigo
      medidiigo on 30 Sep 14
       
      Empathy. Understanding the issues from the audience perspective. This is a very proactive approach to changing the minds and hearts of others. I will consider this when I review the slides for my project.
  • He has internalized the content, and he's very fluid and smooth. And that's because he rehearses.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Honestly, I have never done this. I understand the need to internalize the content but practice 10 hours? Who has that kind of time for practice?
    • tvalline
      tvalline on 05 Oct 14
       
      A valid point.  I try to go through my presentations silently a few times, but 10 hours seems like a lot.  I would love to have that kind of time, but just don't.
  • Practice 10 hours
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says. Watch for these key factors: eye contact (you should be making eye contact 90 percent of the time); posture (don't slouch, stand up straight and natural, and avoid putting your hands in your pocket); voice (don't speak in a monotone voice). "You don't need an expert coach to be there to find these things," Gallo says. "You'll pick out one hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is a great tip for those who want to become better presenters. If we're going to rehearse for 10 hours, we might as well video tape ourselves and then watch that as part of the practice time so we can critique ourselves in action.
    • tvalline
      tvalline on 05 Oct 14
       
      I haven't done this for a few years, but it is likely time to do it again.  It's uncomfortable, but necessary if the goal is to improve.
  • Use a TV for small groups
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      There is such a drive for "bigger is better" these days.  I truly believe gigantic screens can be overwhelming at times, therefore distracting.  This is a wise tip.
  • Fail to Rehearse
  • Does your audience hold fast to a bias, dogma, or moral code — and do your ideas violate that in some way?
  • This is just the human condition, especially so for the busy (often tired) knowledge worker of today.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Great reminder. I am presenting at a conference next week, and mine is the final presentation on a Friday afternoon, the second and final day of the conference. Those who stick around will be ready to roll. I'm keeping it short!
  • This is an absolute must.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I'll have to make some inquiries at our school. I'm not sure if we have these. 
  • The true professional can always remain cool and in control.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I wish I could feel this way every day in class. Truth is, I don't. Gotta keep working toward it. 
  • you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      This takes all the pressure off! I am going to write this on my first note card. 
  • So expect them to resist
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      More great advice for teachers. They resist. Oh, they resist. 
  • You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns.
  • Most people listening to presentations tend to tune out after about 10 minutes,
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Duly noted! 
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Public speaking 101. This is a must, and it seems obvious to those of us who have to watch unrehearsed student presentations day after day. Grrr. 
  • "They don't just wing it."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Right!
  • Try looking at individuals rather than scanning the group.
    • tvalline
      tvalline on 05 Oct 14
       
      I am a scanner, it seems to feel safer when I'm presenting. However, it makes good sense to look at individuals to increase connection and attention.
  • By considering different points of view and addressing doubts and fears before they become roadblocks, you’ll demonstrate an open mind
    • tvalline
      tvalline on 05 Oct 14
       
      I like this idea of empathizing.  Stepping to the "other side", the audiences side, to see/feel/think what they may.  This allows us to work through any challenging differing points of view prior to our presentation.
  • "Most presenters who are just considered average or mediocre are usually caught reading the text on their slides,"
    • tvalline
      tvalline on 05 Oct 14
       
      Agreed.  This is very annoying to me.  I can read.  Engage me with something that is not on the slide.  I can say this is one thing I feel pretty comfortable with in my own presentations.  I glance at my slides for reminders or to jog memory, but try never to read them.
candace berkley

Articles: Delivery - 2 views

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

shared by candace berkley on 16 Feb 15 - No Cached
  • Get closer to your audience by moving away from or in front of the podium
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is something I am very uncomforable doing, even in my own classroom. I need to work on this.
    • brendahack
      brendahack on 26 Feb 15
       
      It is pretty freeing to move away from the front of the room and get a students prespective. It lets you see your slides from the back of the room, or notice what Johnny is writing or not writing on. You may find you actual enjoy it.
  • The audience should be looking at you more than the screen
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Most presentations I have been in at least turn off half of the lighting in the room. I will have to make sure my promethean board is able to be read with all lights on.
  • Most people listening to presentations tend to tune out after about 10 minutes
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Agreed. I am ready to listen to presentations, but after a while I am day-dreaming, thinking about lunch, or wondering what needs to be done in the classroom. I must be engaged or I lose interest.
  • ...36 more annotations...
  • Too many presenters stick to the PowerPoint template
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I sure used to stick with the templates. I thought they were a good thing. I am slowly learning that this is NOT the case.
  • Most presenters who are just considered average or mediocre are usually caught reading the text on their slides
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I will work on this. Usually when I am doing a presentation I am nervous, and therefore read from the slides.
  • deep, heartfelt belief in your topic.
    • stac34
      stac34 on 21 Feb 15
       
      This is a key element in a successful presentation...planning, preparing, and delivering a presentation that involves a topic I am passionate about makes it seem like a lot less work. 
    • brendahack
      brendahack on 26 Feb 15
       
      So true. I have been presenting on a topic that is quiet new to me, and it has taken so much more effort to plan. Working on my Zen presentation has been so much easier as it is a topic I feel I have depth of knowledge in, and see direct outcomes from. I get excited and I hope my audience gets excited too.
  • “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • stac34
      stac34 on 21 Feb 15
       
      I just learned this last year! How did I go so many years without knowing this?  Also if you push "W" your screen will go white 
    • jsoland
      jsoland on 27 Feb 15
       
      Last year!?! I just learned this now! Can't wait to use it!
    • aneppl
      aneppl on 02 Mar 15
       
      Yes, I can totally see how this would be good to use. I wasn't aware of it....
  • Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance
    • stac34
      stac34 on 21 Feb 15
       
      This is a great idea to actually look into resources that challenge the topic/perspective. Rather than just having my opinion about something, I could spend some time looking into those alternative stances
  • At every 10 minutes or so, try to reengage the audience with something different
    • stac34
      stac34 on 21 Feb 15
       
      This is a good reminder to break longer presentations into smaller pieces. I try to integrate playtime into some presentations, but now I am thinking that I need to make them shorter and occur more often. 
    • brendahack
      brendahack on 26 Feb 15
       
      Agre! When co presenting it is much easier as you can hand off the presentation and change it up just by who is speaking. When going solo this seems even more important.
  • Only about 7 percent of the actual words or content is important
    • stac34
      stac34 on 21 Feb 15
       
      This is hard to believe the content impact is so small. It definitely makes e think that i need to pay attention to my delivery style. I really dislike watching myself on video, but the hint to tape myself and reflect is probably a good one. 
    • aneppl
      aneppl on 02 Mar 15
       
      Wow this is scary. I agree with it, but amazing to think about. It make me think about our recent round of teacher interviews. Our teachers are really particular about what the candidates wear. They would tell you, that if a women is not in a suit, they are literally tuned out the rest of the interview. 
  • audience will help you build rapport and make a connection.
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I love doing this in my classroom. I feel it gives me better classroom behavior. They never know where I am going to be. I also love that it allows me to hear some of the students who like to dwell in the back row and mumble their thoughts. I can now ask them to share that amazing thought louder.  
  • ol device
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      Just make sure that the remote you have isn't the same one as someone next door. I have had a couple of presentations to students and my neighboring teacher was also presenting. This created a very interesting back and forth. 
  • Practice 10 hours for every one hour of the presentation
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I wish my students would do this too. I tell them to practice, but at the end of the day it seems we all practice a couple of times and call it good. If we really wanted to do well, we would do the 10:1 ratio. 
    • jsoland
      jsoland on 27 Feb 15
       
      I just can't imagince having the time to do this and I would hate to make it an expectation of someone else if I couldn't do it myself.
    • candace berkley
      candace berkley on 01 Mar 15
       
      Sounds like a lot of time, but I know from presenting that it makes good sense. Don't know how student would react to this!
  • naturally you want to read from them, so you turn your back to audience and you read from slides on the display."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I would almost prefer there was no text on the slide. I see a lot of presenters putting quotes on the slides. They turn around to read them and I feel like I am completely disconnected. Or if they are on the slide and aren't ever mentioned, I am confused why they had it there if they aren't going to address it. I have to disengage with the presentation to read it. In reality, there are times for text, but it seems that it needs to be connected and present in the presentation.
  • ne hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I have done this several times and I hated it! I found so much about myself that I was annoyed with. I couldn't believe how irritated I was with myself. I felt like I should apologize to my students for putting up with me everyday. It was horrible, but good. There were some behaviors, as Gallo notes, that I didn't know I had. I was then more thoughtful about them and have since strived to fix them. Although it is awkward, I would highly suggest it. You can't argue with a camera.  
  • world class ones is the ability to connect with an audience in an honest and exciting way.
    • brendahack
      brendahack on 26 Feb 15
       
      The more passionate you are about your topic, the more engaging you become. You have stories and experiences that you can share with the audience and help them feel a need to know more. I agree that it builds your confidence as a presenter as well. If you are not captivated by your topic, it is extremely difficult to capture someone else's.
  • So, if you have 30 minutes for your talk, finish in 25 minutes. It is better to have the audience wanting more (of you) than to feel that they have had more than enough
    • brendahack
      brendahack on 26 Feb 15
       
      I am ever appreciative of this when I am attending and not presenting. I generally find that I will take the "extra" time allowed to thank the speaker, or ask a question one to one rather than in the whole group when I feel it is specific to my needs and not a group topic.
  • By having the slide blank, all the attention can now be placed back on you. When you are ready to move on, just press the “B” key again and the image reappea
    • brendahack
      brendahack on 26 Feb 15
       
      Not only does it change the focus, but it gets the light out of your eyes. It is uncomfortable to have a dialog with a audience member when you are squinting to see them.
  • You’re presenting because you need them to change their beliefs or behavior in some way, and people find it hard to change. So expect them to resist
    • brendahack
      brendahack on 26 Feb 15
       
      This is a hard one, but true. You are trying to affect change. There will be those who want to prove you wrong, or challenge what you are saying. If you can use thier examples as a way to "prove" what you are saying all the better.
  • Does your audience hold fast to a bias, dogma, or moral code
    • brendahack
      brendahack on 26 Feb 15
       
      My presentation that I am working on is a test taking strategy that allows the test taker to NOT read the whole reading passage when doing a reading test. As educators this is a real challenge to what we as learners did and as teachers teach. Yet it has been so effective that I am willing to meet their challenge, and provide them the opportunity to prove it to themselves.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present
    • brendahack
      brendahack on 26 Feb 15
       
      Powerful statement.
    • candace berkley
      candace berkley on 04 Mar 15
       
      On the forum I wrote about presenting to hostile groups of teachers, and I received a good bit of advice: Talk to the principal before the presentation to get a feel for what kind of support or resistance you might encounter. Ask for the principal to assist in lessening some resistance before the date of the presentation and ask who the most supportive members of the audience might be.
  • use a small, handheld remote
    • jsoland
      jsoland on 27 Feb 15
       
      This has completely changed how I present and I love how it helps me to circulate around the audience.
  • Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • jsoland
      jsoland on 27 Feb 15
       
      I like to keep in mind that the audience won't remember the challenging person, but will remember how I handled them.
  • They glance at a slide just for a second to prompt them for the next piece of information
    • jsoland
      jsoland on 27 Feb 15
       
      I have really been able to improve on this now that I'm making the focus of my slide be the image.
  • Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience. This will also, he says, "give the audience's eyes a rest every so often."
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says.
  • Don’t hold back. Be confident. And let your passion for your topic come out for all to see
    • aneppl
      aneppl on 02 Mar 15
       
      I wonder if it's possible to be vulnerable at the same time? I think the audience(in my case teachers), needs to know that I empathize with them and care about them, but yet I have high expectations for our students. I am often very vulnerable and I feel most appreciate it. 
  • The first 2-3 minutes of the presentation are the most important
    • aneppl
      aneppl on 02 Mar 15
       
      This is typically where I try to include humor, tell a story, and try to set the stage for our time together. 
  • The true professional can always remain cool and in control
    • aneppl
      aneppl on 02 Mar 15
       
      So important. Recently, a comment was made as teachers were sharing out and I made a very bad mistake. I actually rolled my eyes. Now I don't know if anyone seen me, but just as soon as I did it I was very self-concious. Not good.
  • If you’re struggling to figure out what kinds of resistance you’ll face, share your ideas with others before you present and ask them to pressure-test the content
    • aneppl
      aneppl on 02 Mar 15
       
      Pretty much everything thing that I present on or co-present is as a result of discussions and decisions made by our Instructional Leadership Team. But the reality is that I hope they are being honest with me and not just agreeing to my thoughts or ideas on how to improve our instruction for students. 
    • aneppl
      aneppl on 02 Mar 15
       
      I value the input of the ILT so that hopefully what we are asking or presenting on is not seen as just the principal asking for one more thing. There are very few things that I would push forward with without the support of our leadership team. I might however continue to building the background of the leadership team in hopes that one day I feel that we are at a point to share with our entire staff. 
  • So keep the presentation to less than 20 minutes
    • aneppl
      aneppl on 02 Mar 15
       
      Very good point. If I know our time is going to be longer I always like to build in opportunities for sharing, collaboration, reading, etc. so that it doesn't feel like I was talking at them for an hour. 
    • aneppl
      aneppl on 02 Mar 15
       
      Obviously I responeded before I read further. :)
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • aneppl
      aneppl on 02 Mar 15
       
      This is definitely an area that I would need to improve in. Sometimes I get over confident, only to wake up in the middle of the night with all of these ideas that I think I can work into my presentation without practice...In other situations I have literally just completed the presentation an then it's time to present. This is something I need to contemplate, the planning phase, because if I'm not ready will I actually make the situation worse. 
  • sentati
  • They practice much more than the average presenter."
    • candace berkley
      candace berkley on 04 Mar 15
       
      Always practice wherever and whenever possible. Practice in front of other people. Anticipate reactions, questions, challenges and practice responding to them. Unexpected things will always occur, and if you are well-prepared for the presentation, you will be much better able to handle the things for which you are not prepared.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Practice wherever and whenever possible. Practice in front of other people. If you are well prepared for the presentation you will be less rattled when unexpected things happen and better able to deal with them. Confidence is gained through practice.
  • However, he says most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language and how they speak and sound.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Sometimes we forget the presenting part of the presentation. It is something very different than the preparation of slides. Yes, when I remember presenters, I remember their voice, how they moved around the space, the jokes they told, and the way they made me feel. I really don't remember the slides, I remember the info. through the person who presented it.
  • Gallo's Tip:
    • candace berkley
      candace berkley on 04 Mar 15
       
      Reminds me of the importance of the high school speech classes where all of these skills are taught.
    • candace berkley
      candace berkley on 04 Mar 15
       
      These tips remind me of the importance of high school speech class. (These are all tips that our speech teacher teachers and that we expect kids to know.)
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?? 
dougmay

Articles: Design - 0 views

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

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

Articles: Preparation - 1 views

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

shared by kmcastaneda on 17 May 15 - No Cached
  • what are the most important parts of your topic for the audience to take away from your,
    • kliston
      kliston on 17 May 15
       
      With the presentations I am currently preparing I have tended to give too much information which has caused the message to get lost. Reading this reminds me that I need to focus on the one or two key objectives I desire the participants to walk away. Less is more.
  • Simple can be hard for the presenter, but it will be appreciated by the audience.
    • kliston
      kliston on 17 May 15
       
      This statement reminds of when we ask students to synthesize their learning. We are asking them to pair down what they have learned into a short statement. I need to do the same thing with my presentations. What is the key idea I want people to walk away with.
  • And it is not enough to simply have an “agenda” or “road map” slide in the beginning that illustrates the organization of your talk. If you do not actually have a solid road of logic and structure, then an outline slide will be of no use.
    • kliston
      kliston on 17 May 15
       
      Ugh. I totally do this. I have an agenda slide at the beginning of each of my presentations but sometimes we get off course. I know as a participant that would really bother me. I am going to stop doing my typical agenda slide and try to find a more effective way showcase the structure of the day.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I agree.  I do this as well, and I think it is sometimes reinforced by different educational theories.  Right now my school is working with the Fisher-Frey Gradual Release of Responsibility Model. One of the major components is "Purpose Statements."  All of our lesson must have these and they must guide the lesson.  In and of itself - that's great.  However, I think we use that as a crutch sometimes to be the structure rather than help guide the structure. -- Wendy 
    • amytlach
      amytlach on 19 May 15
       
      Agree with these things totally...as chronic bullet list maker though, this is hard to start to do and keep doing! 
  • ...45 more annotations...
  • “so what?!” or “your point being…?”
    • kliston
      kliston on 17 May 15
       
      This is a great reminder of what we need to continually ask ourselves. I feel like I should print this out and tape it to my wall.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I say this to my student whenever they write thesis statements, so it makes sense that I need to say it to myself as well.
  • Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • kliston
      kliston on 17 May 15
       
      When I tell a story I feel like I need to keep the three components of a good story in mind. I tend to try to tell the story quickly so I leave out parts which in turn confuses the audience.
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I'm think about this when I create web videos for flipping my instruction over literary theory with AP English seniors.  Yes, I have information I need to transmit to them, but what is the essential idea(s) I need them to know to be able to do Marxist or Psychoanalytic literary theory.
  • What time of the day? If there are other presenters, what is the order (always volunteer to go first or last, by the way). What day of the week? All of this matters.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This is something of which I also have to be more cognizant.  Realistically, my students aren't going to be listening to my lectures at home at 4 p.m.  They are going to pull up my presentation at 11 p.m. (or even more realistically 1 a.m.) after 8 hours of being talked at at school, 2-4 hours of being talked at at practice or work, and another 1-2 hours of reading and (hopefully) thinking about other course's homework.  They are going to be fried.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Interesting point, Wendy. That might change the calculus for how you design your presentations.
  • A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This is my biggest problem, but also my biggest fear -- they won't get enough content to understand how to apply the idea(s) in class the next day.
    • Karen Stern
      Karen Stern on 22 May 15
       
      I struggle with this also, Wendy! Especially in education, it seems like we feel the need to "prove" our premise with data and studies.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      What a relief to read this!  It's like permission to do what I intuitively wanted to believe as truth, but couldn't unless/until someone else told me it's ok...
  • the core idea for every successful play he produced could be written as a simple sentence on the back of a business card. Try it. Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I can see this being a benefit to helping students learn literary theory.  The theory they felt the most comfortable with at the end of the year was New Criticism, which has a formulaic "tag-line" - form + function = meaning.
  • McKee says rhetoric is problematic because while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.” The key, then, is to aim to unite an idea with an emotion, which is best done through story.
  • Story is about an imbalance and opposing forces or a problem that must be worked out.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This really resonants and works well with how I plan to use my (hopefully) better presentation skills.  If I can present literary theory as a "problem that must be worked out," then I can hopefully interest students in it more.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Yes! It's a great formula, almost like a trick you can pull out of your bag, that ensures you'll get a result you want.  Conflict sells - just look at the news.  
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
  • t’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      Wow!  I will say - it has to totally depend on what is asked of you.  I was asked to fill 90 minutes.  I broke up the presentation into 4 mini ones, with interactive, kinetic, visual, audio, etc. connection opportunities...human to human.  
  • Problem Your solution Business model Underlying magic/technology Marketing and sales Competition Team Projections and milestones Status and timeline Summary and call to action
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I wonder if there's a corollary for education?  I'm thinking about my own needs here, but does this make sense: Problem - Issue in literature that needs analyzed Solution - specific literary theory Business model - structure of theory? Tech - tenets of theory? Marketing/sales - why they should use it? Competition - different branches of theory Team - historical background of theory Milestones - good theorists do "blank" Timeline - restated steps of theory? Summary - ?
  • What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect?
    • amytlach
      amytlach on 19 May 15
       
      These seem to me to be the most important take aways for me today.  Time thinking and brainstorming about the true purpose of the presentation--without technology! I think that we have been conditioned recently to turn to the computer first for information and then figure out what to do with it. 
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      "Purpose" is a very important and nuanced term. You many times have several purposes, including overt ones (inform your audience of x, y, z) and covert ones (convince them to dot his job they don't want to do, try to cut down on the number of rumors flying around)
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • amytlach
      amytlach on 19 May 15
       
      These three things that you want them to remember can be founded at the same time as the initial preparation that happens without technology. If it is important  to be remembered, what will make the audience make a connection to it and actuallyremember it. 
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Yes, absolutely. And, they should be ingrained (engrained?) in your memory, so that if (in the middle of your presentation) you aren't meeting those items, you can shift on the fly.
  • 10/20/30 Rule of PowerPoint
    • amytlach
      amytlach on 19 May 15
       
      I absolutely love this way of thinking! easy to remember and makes great sense.  This is something that I will be able to share with other staff members that I work with that is simple and valuable at the same time to help them improve. 10 slides, 20 Minutes, 30 point font! 
    • Karen Stern
      Karen Stern on 22 May 15
       
      I agree! This is an easy way to remember and share with others the rules of making a clear and engaging presentation.
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • amytlach
      amytlach on 19 May 15
       
      These are great to work from, very succinct and simple to do.  Another thing that will be great for me to share with others that is simple and easy to do, while continually improving things along the way
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      #4!  Efficiency.  Yes.  Otherwise we can blather away without purpose.  The 'Curse of Knowledge'.  
  • 50-minute presentation
    • Karen Stern
      Karen Stern on 22 May 15
       
      Even though this is not Reynolds' main thought here, I appreciate the fact that he mentions that a part of preparation is knowing how much time is available to communicate with the audience. To avoid the information attack, it is wise to limit the amount of information being shared in a manageable amount in the time alloted.
  • How much background information about your topic
    • Karen Stern
      Karen Stern on 22 May 15
       
      Just like with any teaching, I have found that audiences vary greatly in their prior knowledge. It is a challenge to share background information without boring those who already know it.
  • really helps solidify and simplify my message in my own head
    • Karen Stern
      Karen Stern on 22 May 15
       
      I really like this idea of planning on a white board or on paper. Like Reynolds, I can see that I would feel freer to think outside the box since it is "just" a planning step.
  • you also arouse your listener’s emotion and energy
    • Karen Stern
      Karen Stern on 22 May 15
       
      In the professional development that I am asked to lead, teachers need to hear the stories of students. I can see that without the stories to back up the information, I will not be able to tap into the energy and emotions of the audience members.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Karen, this is so important! The hardest part for me as a professional development person is to develop those stories that resonate. Too many times I've seen myself and my colleagues fail here.
  • down-to-earth language that was conversational yet passionate
    • Karen Stern
      Karen Stern on 22 May 15
       
      This is so descriptive of the language to which an audience can relate: conversational yet passionate. When speakers are "pie in the sky" rather than down to earth, the audience thinks, "They don't understand what I do every day." I've thought this myself during a presentation!
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • Karen Stern
      Karen Stern on 22 May 15
       
      What a great idea. Average age divided by two equals the minimum font size allowed. As I think this through, I find that as a visual learner, I DO tune out the speaker if they have all their information on the slides.
  • if your presentation is not based on solid content, you can not succeed.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This is why I fear not having all my notes on my slides!  I want to express so much information so that I am deemed the credible expert.  I fear I might get caught up and freeze in mid-speech and then fumble without knowing what to say.  Alas, I just reminded myself that I simply need to chunk down the ingo - more slides, each with less info rather than stuffing all the info into one slide.  
  • without making the effort to make the information or data applicable to the members of the audience.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Ahhh!  I'm called out.  The example I sent in for this class of my presentation is demonstrative of this point.  
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • thing
  • not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • I have seen pretty good (though not great) presentations that had very average delivery and average graphics, but were relatively effective because the speaker told relevant stories in a clear, concise manner to support his points.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This reminds me of the idea behind - "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."  ― Maya Angelou   ....Stories evoke FEELings, that's why we love them so much; we resonate, we see ourselves in the storyline, connecting to it.  The point here that we illustrate the points we're making through story means the story provides not only the support of our point, it also is the PROOF!
  • We fear what we do not know. If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Great point.  In addition, confidence is the natural byproduct, natural consequence of doing the act, of doing, of doing what you fear.  We tend to think it's the other way around - that we must first find/create/elicit confidence within us and THEN do the doing.  Nope.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This is a cure and remedy for the problem of audience - of having an audience that you anticipate to be difficult, or having an audience that you don't know anything about, don't know their background of knowledge of your topic, if any (or an audience of all mixed awareness).  The remedy, as I have found, is to strive for communicating to human universals.  If I can propose any point I'm making as having a root anchored to a purposeful and meaningful WHY, then I'll elicit feelings that will hook the audience, and this strong, empathic connection may even lead to their forgiveness of me if I screw up in content, or it may lead to their overlooking something I lack technically.  
  • you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Also, it's like more proof - if we can illustrate how this idea we're presenting is a natural part of the resiliency process, people will buy in.  We're always looking for solutions that work, and we want to hear them first hand. 
  • you should not fight your natural inclination to frame experiences into a story; instead, embrace this and tell the story of your experience of the topic to your audience.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      I fight my natural inclination often, as if my meager story, my own personal experience, isn't worthy enough.  Yuck.  Truth is, I deal with very difficult subject matter in my talks, and people want a way out of these predicaments I address.  I'm grateful to Garr and Robert McKee for, in a sense, making me feel like I can give myself permission to trust my own journey and share it like a beacon of inspiration and hope.  
  • The best kamishibai presenters did not read the story, but instead kept their eyes on the audience a
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Eye contact.  Bam.  So simple!  I try to engage in every person's eyes.  I know that when I'm at a concert or a lecture, whatever, when the speaker/artist looks in my eyes amongst all eyes in the group...I'm spellbound.  I feel special.  I'll recall that experience, that moment, that person with warm regard and impactful, resonant significance.  
  • in a voice that was human, not formal.
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      HUMAN voice, not formal.  This is relieving to hear.  Even when it's a formal presentation, I can be human first.  I need this.
  • powerful man simply shrugged his shoulders and said “...ah, doesn’t matter. My point is...” He moved forward and captivated the audience with his stories of the firm’s past failures and recent successes
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      I need to hear these real life stories of how people gracefully handle presentation glitches.  
  • (1) He knew his material inside and out, and he knew what he wanted to say.
  • He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
  • it was, above all, authentic
  • If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form?
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      100%.  Truth.  
  • a normal human being cannot comprehend more than ten concepts in a meeting
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      I love these sort of anecdotal, formula claims.  Helps cement the concept with clarity.  
  • first, that they don’t know their material well enough; second, they think that more text is more convincing. Total bozosity.
  • Force yourself to use no font smaller than thirty points.
  • it requires you to find the most salient points and to know how to explain them well
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      This exercise is great because of this: It 'forces' you.  ;)  Yes.  
dougmay

Articles: Delivery - 0 views

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

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

PLE Articles - 2 views

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

shared by marydermit on 16 Jul 15 - No Cached
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • moodyh
      moodyh on 16 Jul 15
       
      This is the part that I get stuck on.  Many students are either not mature enough for this yet or have been so put off by school that they think there is no educational topic that interests them.  In a more one-on-one environment, like my alt school, I can usually find something to interest them and get them going.  However, in a traditional school setting, where I see students only for an hour each day for only 60 days, and so many of them, it's hard to work with each student one-on-one to get them motivated.  I think all the comments that the whole school would have to shift (rather than just one classroom) makes sense because the students would have to learn how to deal with this new level of responsibility.  60 hours with one teacher just won't get that accomplished, no matter how phenomenal the teacher is.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I definitely agree with you on this. Since I teach freshmen, I feel like a lot of time is teaching them just how to be good citizens (at school, at home, in the community, and in the world)! I only see them for 45 minutes each day, but I do see them all year. I would really like to implement a more personalized learning environment for them, but I know it's going to be an up-hill climb all of the way!
    • alissahansen
      alissahansen on 16 Jul 15
       
      Last comment by Alissa Hansen.
    • edamisch
      edamisch on 17 Jul 15
       
      This would be a challenge for me as well, since I only have my 6th graders for 9 weeks per school year, and my 7th and 8th graders for 7 weeks per school year! 
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Being a teacher in an alternative program, most of my students just want to be done with school as quick as possible. They are so tired of playing the game of school. I must admit, unfortunately, that I may feed that "get-done-with-school-as-soon-as-possible" mentality by pushing students to stay on track or get ahead of the game. However, if the student becomes the driver in their own learning then maybe they will be more motivated. As educators, we need to tap into the "What's in if for me?" mindset that many students have. Find an interest of the students and build their learning environment around that interest. Much easier said than done.
    • dwefel
      dwefel on 18 Jul 15
       
      I agree with this. I also think that parents need to be aware of what teachers are doing as well. A high school teacher at my former school put everything on Twitter and one parent did not want her 15 year old daughter to have a Twitter account. Something to always think about and be ready to have alternative ways to do assignments or simply make it a requirement.
  • professionalism is far more about the effective manipulation– access, evaluation, & applicatio
    • moodyh
      moodyh on 16 Jul 15
       
      This seems to be a recurring theme as well.  Getting students ready for the "real world" isn't so much about making sure they know lots of details about every subject area, but making sure they could find and understand any detail in any subject area that they will need.  The goal of education seems less about passing on information as teaching students how to organize and understand the over-abundance of it.  How then do we balance this with the extreme focus on core-curriculum?  Finding a balance is the challenge.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, it seems there needs to be instruction on how to gather/organize the information and reliable sources, and then instruction on using it.  While the end result is positive, it will take time to jump start students in their own PLE.
  • Symbaloo has created a version of the platform specifically for educators
    • moodyh
      moodyh on 16 Jul 15
       
      We got introduced to Symbaloo at school this year, although I might check into the EDU version.  I got logged in and played for a few minutes, but never had the time to develop something usable because as a district we were on to something different.  I like that our district provides us with many topics and learning opportunities, but I wish that I had more time to focus on one thing.  I think this is probably what it's like for students.  They get exposed to so much, but they need help organizing it and time to explore.  
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, Symballoo seems like more than one day of PD.  I haven't started my own yet, but I think it will take time to get a handle on the lingo as well as using the tools within the website.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I agree as teachers we would need to be taught or have time to explore this site and learn how to exactly model it appropriately to our grade level. I would love to see how other teachers use this and model it in their classrooms too. 
    • edamisch
      edamisch on 17 Jul 15
       
      I can relate to this feeling, whenever I attend a conference, I learn so much that I need a day or two afterwards to just process and create the new games and activities that I've found, but it is always straight back to teaching. 
    • moodyh
      moodyh on 18 Jul 15
       
      Some teacher as my school went to a conference this year and actually talked administration into another professional development day where they could just process all of their information.  It was pretty cool.
  • ...37 more annotations...
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      We have 1-on-1 technology in our district, which is ideal for PLEs.  However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy.  It is tougher to monitor the smartphone.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Autonomy is a great concern for me.  With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology?  At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account.  What will take time for me is learning all the lingo attached to Symballoo!
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      What is aggregator?
    • alissahansen
      alissahansen on 16 Jul 15
       
      I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit.  I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.
    • edamisch
      edamisch on 17 Jul 15
       
      Choice can be such a motivator for students, we all have our strengths and weaknesses! 
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized? 
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.
  • The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students
    • alissahansen
      alissahansen on 16 Jul 15
       
      I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of a daily log in for updates.  I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • alissahansen
      alissahansen on 16 Jul 15
       
      Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)
    • alissahansen
      alissahansen on 16 Jul 15
       
      I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)
  • A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources
    • alissahansen
      alissahansen on 16 Jul 15
       
      I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!
  • method students use to organize their self-directed online learning
    • spfantz
      spfantz on 17 Jul 15
       
      I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....
  • attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • spfantz
      spfantz on 17 Jul 15
       
      I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.
    • jroffman
      jroffman on 17 Jul 15
       
      I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      I like this concept, I think it is easier to do in a classroom that is content specific.  I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas.  At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.  
    • moodyh
      moodyh on 18 Jul 15
       
      That's interesting.  I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing.  The environment is really suited for it.
  • subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • spfantz
      spfantz on 17 Jul 15
       
      Subscribing to news feeds and blogs would be a great technique to compare and contrast views related to the students' topics of interest. This could be difficult for the teacher to monitor, digo might be a great way to track this!
    • jroffman
      jroffman on 17 Jul 15
       
      This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone. 
    • edamisch
      edamisch on 17 Jul 15
       
      Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.  
    • nwhipple
      nwhipple on 20 Jul 15
       
      Having your students be more independent is wonderful.  This past year I did less large group instruction and more small groups.  I taught my kindergarten students "Ask 3 before me".  They had to ask 3 people for help or what we were doing before coming to me.  When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?".  If they didn't, they would just turn around and go find something.  This is a start for having your students become more independent.  BY creating a PLE for young students, they feel more in control of their learning too.  If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".  
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • jroffman
      jroffman on 17 Jul 15
       
      I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies. 
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it? 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin.  I think they tend to be out of touch with the possibilities and fear the unknown.   It would be great to use Facebook for connecting with parents and students.  The alternative given to us is Canvas in which parents have access to teachers.  But it isn't as easy or convenient as Facebook.  That is certainly one site I wish we could use at work.   I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them!  This appears to be the best way to create life-long learners!
    • edamisch
      edamisch on 17 Jul 15
       
      Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom.  If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know.  I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible.  I should probably get a separate teacher facebook page for things like this.  Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!  
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process
    • jroffman
      jroffman on 17 Jul 15
       
      by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.
  • Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other. 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, charts and lists make learning so much easier than paragraphs, at least for me. 
  • continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.  I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students.   In the meantime, I’ve created
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I like the idea of getting student feedback on technology and the use of different resources. You can really learn student interest and their honest opinions through surveys or different forms of feedback. 
  • It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place! 
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of having research available at one spot.  So many times when I ask a student where he/she found the information, it cannot be located.  I want to see projects with more detail.  
    • ascallon
      ascallon on 17 Jul 15
       
      I have a concern about distractions.  Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!  
    • marydermit
      marydermit on 22 Jul 15
       
      I have experienced the same issues with my high schools students.  I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."
  • “learning by doing” and “student as worker,”
    • ascallon
      ascallon on 17 Jul 15
       
      I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning.  How do I motivate them to go beyond bookwork to exploring topics?
    • moodyh
      moodyh on 18 Jul 15
       
      When you find the answer, please fill me in too!
    • nwhipple
      nwhipple on 20 Jul 15
       
      I feel this is a big struggle right now in our district.  Teachers are wanting their students to dig deep into a topic or their work.  Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom.  In my classroom, my students have a writing journal.  We write in this "special" journal once a week.  At the beginning of the year, I give them ideas to write about.  Some write while others will simply draw a picture because they don't know how to write.  By the middle of the year, every is writing something, whether it is a complete sentences or a few words.  I will give them a few choices to choose from or they can write about something they want to.  BY the end of the year, they know to take out their journals and write about anything they want.  I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.  
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      With my limited experience with Symbaloo, I agree with the fact that it does seem easy add and customize content.  I think my students would find this to be a helpful tool.  I also like the idea of encouraging students to use it for tracking both personal and school related information.  
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      This is a good reminder.  Students need to take on a more active role, but there is always a good balance.  It probably shouldn't be all one way or all another way.  
    • principalchris
      principalchris on 20 Jul 15
       
      How true!  It will be difficult for some students to lead their own learning.  They have been passive for so long it will be a shock to their systems.
  • a number of tiles to get you started,
    • edamisch
      edamisch on 17 Jul 15
       
      So like the apps that come with an iphone. 
    • principalchris
      principalchris on 20 Jul 15
       
      Just set up my account and can't wait to see what else I can add.  This is a great time saver.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I believe this is where the transformation must start, with good, consistent professional development. The key here is ensuring students are using the technology, whether that be a tablet, laptop, or smartphone, appropriately for learning.
    • marydermit
      marydermit on 22 Jul 15
       
      I very much agree the process must start with PD.  PD needs to be personalized. From a baby boomer perspective we need mini PD sessions for technology applications.  Otherwise I think there will be resistance from this age group because of limited tech skills. 
  • I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I can so relate to this comment. Finding time to explore and become comfortable with the vast array of tools avaiable is my biggest challenge. I get so caught up in the day-to-day management of 10+ students attending the alternative program (I am the only adult in the room with the students), I don't often have time to explore what's out there. Even when my admin and tech people pass along a list of resources, it is overwhelming to me. Much of my time is spent tracking down students, following up with parents, and documenting the events of the day.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I also feel overwhelmed by all of the technology that I "should" be learning about and using with my students. We spend a lot of PD time on technology and incorporating it into our classrooms, but I feel like we just get a quick overview of whatever program they want us to use at that time, and then we never really get time to explore it and develop ways to incorporate it into our teaching.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      I'm with you! There are so many cool resources and tech tools I want to learn and use...but actually finding the time to explore and implement is another story!
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      As a teacher in a one-room alternative program, I KNOW this to be true. I feel like the jack-of-all trades, master of none on many days. I see myself more as a manager and facilitator of their learning than the direct source.
    • dwefel
      dwefel on 18 Jul 15
       
      I always think this after I watch the history channel. I learn so much from the history channel and it is so much more interesting than listening to a lecture.
    • moodyh
      moodyh on 18 Jul 15
       
      I am in a one-teacher room as well, and while I try to keep up, there is now way to know it all.  Even in the traditional classroom where I teach personal finance, I feel unable to keep up with it all.  But it is hard to let go of the reigns when you have taught that way and everyone else around you teaches that way.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dwefel
      dwefel on 18 Jul 15
       
      This is exactly what educators are going for, to create life long learners. Using PLEs will create that. I am so excited to incorporate this in my classroom and help others do the same.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that we want students to become life-long learners! When students leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful. Giving students permission to learn about and engage with things they are passionate about can only lead to positive educational outcomes (with appropriate supports of course)!
  • For example, you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity.
    • dwefel
      dwefel on 18 Jul 15
       
      This sounds fun. I am looking forward to set up an account. I think kids would really like this. It is nice to have one place for everything.
  • students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!
    • principalchris
      principalchris on 20 Jul 15
       
      What a great idea!  When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search.  Maybe we could teach them responsibility again!
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!
  • personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!
    • marydermit
      marydermit on 22 Jul 15
       
      You are right!  If students do not get to practice this skills by doing then they will struggle when they enter the workforce. 
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!
    • katie50009
      katie50009 on 21 Jul 15
       
      I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.
  • The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      As someone completely new to this type of program, I really like the looks of it.  It appears friendly and seems to lend itself to some really great things.
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is really handy for parents as well.  I send them the link and they can access my web mix at home.  When I make an update, I alert parents via my shutterfly site.  Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals.  It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is so great because I can share this with parents and their child can access my game page at home.  If parents allow screen time at home, I feel that by providing this web mix to them to access will only benefit their child and help them learn and reinforce our learning in the classroom.  
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • principalchris
      principalchris on 20 Jul 15
       
      This is the comment many teachers were hoping to read.  I understand the hesitation to give students control of the learning environment, but is it working by controlling them?
    • marydermit
      marydermit on 22 Jul 15
       
      PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn.  I think it would be great to teach in a PLE.  
  • Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals. The idea for PLEs was born from the emergence of Web 2.0 tools and the ubiquity of technology in today’s society. Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available. These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • katie50009
      katie50009 on 21 Jul 15
       
      One of the key phrases here is "learning goals." I think we have to also explore how to help students define and establish learning goals for themselves. I am not sure they are always able to do this--at least in a way that is pushing and challenging what they already know or are able to do.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • katie50009
      katie50009 on 21 Jul 15
       
      I must remember that baby steps can get use to PLE for more students. It is overwhelming to think about changing the traditional model of education so many are used to until I read this line and take a deep breath. The sharing and conducting of "research" students are doing in individual leassons or units is a stgep in the right direction.
  • o horribly wrong if teachers fail to prepare students and set usage parameters.
    • katie50009
      katie50009 on 21 Jul 15
       
      I feel so much better reading this. I experienced this first hand. I thought my students were ready for the responsibility I was handing over; I thought I had set the "right" parameters, but, alas, the learning was not as rich as it could have been. In many cases, it turned out to be a huge waste of time. I still feel guilty about it. I guess the positive is that I am still trying to learn more about implementing PLE's effectively.
    • marydermit
      marydermit on 22 Jul 15
       
      Yes, it is a positive because you learned from the experience.  Now you know what worked and what needs to be revised.  
Angie Graham

ollie1reppert: Iowa Online Course Standards - 0 views

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

shared by Angie Graham on 17 Jul 11 - No Cached
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Do you have any suggestions or guidelines to make that happen? I find that to be a challenge when I'm teaching face to face with some students. That has been a challenge taking this OLLIE class the first week.
  • The course is easy and logical to navigate, including self-describing links
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This is crucial. Every time a specific step is given, the next step has to be easily seen and describe. It is like the instructions for assembling an item.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      YEs, and if ever made models like I did as a kid, how many times did you sjip steps to get to the more interesting part? Students today, I find, do the same exact thing in their learning. Lack of patience? Too short an attention span? Lousy instruction by the teacher?
    • susan strube
      susan strube on 20 Jul 11
       
      I'm starting to see more of a connection between what Robert is having us do in our moodle course and what this standard is expecting. Who knew that just the layout of a course on line would be an expectation?
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I agree that this is one of the most important things in the expectations of an online course. When I get frustrated by the layout, I tend to give up. I think students do the same.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      It must take hours and hours and hours to set up a long-term online class. My tech person at school there are education computer platforms(programs) that are built on teachers being able to click, drag, and drop links, assignments, blogs, etc. into certain areas of a web page. The computer does all the setup tasks, so the teacher doesn't have to spend the time.
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      I think it is important that pages are not too long and it doesn't take a ton of clicking to get where you need to go.
  • ...11 more annotations...
  • Sufficient learning resources and materials
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      No doubt that suffucient resources are needed, but with the major belt-tightening education is under will we, the teachers, be forced to use the Internet for everything in the way of resources and materials? Will our kids in time lose touch with other ways to research topics or create non-tech learning models?
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      We are struggling to get the technology resources we want/need. We were initially told 15 computers per classroom which got changed to 15 computers per three classrooms. This has been a huge challenge in my freshmen course that does not have a text. All of it is suppose to be teacher generated but many days due to lack of technology we are making a lot of paper copies.
    • susan strube
      susan strube on 20 Jul 11
       
      We are luck to have a grant that funded our 1:1 computer initiative for next year. Now if we can just troubleshoot in a timely fashion. Technology isn't effective if it doesn't work, so I hope the snags are minimal. Planning lessons around and with technology very frustrating if it doesn't work as planned.
  • The course provider offers orientation training.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      A vital component, but I wonder if sometimes we take for granted how technologically-developed our students are without taking into consideration that they still need proper inservicing to get the most out of what we're offering. This class is a perfect example of that.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I never thought about the community component of an online course until we had to introduce ourselves. I originally was skeptical of collaborating with other people via the internet because I didn't think it would feel like a community or that I would get to know my fellow students. However, I've been surprised at how I already feel like I'm communicating and collaborating with my group members.
  • • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • susan strube
      susan strube on 20 Jul 11
       
      Unfortunately this is a problem for some teachers who believe they only have to be competent in a content area and do not feel able/competent to address reading and writing and reserch standards integral to all education . It appears more and more that teachers need to be "general practitioners" as much as they do "specialists" in their content area.
    • Angie Graham
      Angie Graham on 24 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • susan strube
      susan strube on 20 Jul 11
       
      I believe this addresses differentiation, which is an emphasis in our district right now. I find this to be one of the most difficult parts of education.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Differentiation is a key element in all learning, but can be difficult when trying to master each of these elements. Teaching at the intermediate level, I do worry about meeting all of the different individual student needs. At this level, I try to use technology to enhance the student learning and help reach mastery, but not rely on it.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit.
    • susan strube
      susan strube on 20 Jul 11
       
      Making my content, activities and assesments available to students on line has given the students greater awareness and control over their education.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I chose this because I think that the higher order thinking is always a goal, but my students seem to look for course content that is the old "chug and puke" method of learning. I am struggling trying to change the mindset of students from "Tell me what I need to know..." to "Let me figure this out and apply it to a situation..." That is a struggle in my classroom. Anyone else have this problem?
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      My students always want immediate feedback, which I completely understand as a learner. However, when I am correcting papers and tests, I like to spend some time evaluating what they have gotten wrong, what I think they have learned, and why they have perceived the answer to be what it is. I am hopinng that technology will allow me to do this more effectively, but I am concerned that it will be more of a strain to look at everything in a paperless classroom.
  • Proposed Online Course Standards
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      If this is proposed. Does anyone know when it may be implemented and required? Anyone in the High School Reform groups? Iowa Core groups?
  • web 2.0
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      I know this sounds odd but, I have never really understood the 2.0? Does someone else have insight to why it's 2.0 and not 4.0 or 10.0 or even version 2.1213132?
    • Robert Reppert
      Robert Reppert on 27 Jul 11
       
      2.0 just means that you are using the web in an interactive way. It's kind of like saying the types of sites we are talking about are an "update" to the typical way people use the web (to get information). So, it's similar to when software companies update their software, they change the version number. :)
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      This is very important to remember and teach students. It is so easy to copy and paste that we need to remember that citing your work is important
  • Sandra Campie on 17 Jul 11
     
    Instructions for setting up a course
  • Brian Sauerbrei on 18 Jul 11
     
    Instructions for setting up a course
  • Mike Adair on 19 Jul 11
     
    Instructions for setting up a course
mschutjer

ollie-afe-2019: Educational Leadership: The Quest for Quality--article - 6 views

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

shared by mschutjer on 25 Mar 19 - No Cached
    • nealjulie
      nealjulie on 25 Mar 19
       
      I thought this quote was interesting. I always believe that having more than one data point helps a teacher see more of a rounded picture of that student. Relying on just one assessment isn't fair to the student. I believe we should look at multiple assessments, formative assessments, check points to help our students grow. JN
  • assessor needs to have a clear picture of what achievement he or she intends to measure. I
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Assessment needs to be directly tied to the standard you are teaching too.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      When we were rolling out the Iowa Core, we really emphasized how content, instruction, and assessment were part of the "curriculum". Each piece playing an integral part in student learning.
    • nealjulie
      nealjulie on 25 Mar 19
       
      I think we as teachers need to make sure we are focused on what essentials we need to assess. We have the mindset that we must teach the content, and not the process. JN
  • ...66 more annotations...
  • Do the results provide clear direction for what to do next?
    • nealjulie
      nealjulie on 25 Mar 19
       
      Do we use the data for reteaching? JN
  • Students learn best when they monitor and take responsibility for their own learning
    • kmolitor
      kmolitor on 28 Mar 19
       
      I really like this idea of having students take responsibility for their own learning, and putting the learning target in language they can understand would definitely help!
    • mpercy
      mpercy on 29 Mar 19
       
      I agree that students do learn best when they take on the responsibility but I also think this is the ideal situation and often does not happen. How do we motivate more students to do this?
    • alisauter
      alisauter on 30 Mar 19
       
      I agree with this, but it seems so foreign to students. I think we need to plan on a lot of modeling to shift the responsibility to them.
    • nealjulie
      nealjulie on 25 Mar 19
       
      Student friendly learning targets! I believe involving students in tracking their own learning targets is very powerful! It's high on the Hattie scale. JN
  • f we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      While this seems like a straightforward idea, in reality, making a learning purpose clear and understandable to everyone - students included - can be difficult. Especially in English, the skill were teaching is not clear cut. CCSS Reading Literature 11-12.6 asks students to "Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant." However, there's no "right" answer to this skill. Student analysis of "what is really meant" could encompass a huge range of ideas. Crafting an assessment and teaching/learning opportunities that clearly delineate "proficient" analysis from "poor" analysis can't always be put into clear and understandable language. How can you quantify the qualitative?
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      There is truth in the challenge. But I know I have been guilty of knowing what I was looking for but not clearly communicating it to students. Then they are left to guess...which means they are likely to guess in at least some ways incorrectly. I think the more modeling we do, the more "anchor papers" we provide, the better students achieve our expectations. Putting those expectations into words and examples is its own challenge, but a worthy one.
    • cathy84
      cathy84 on 31 Mar 19
       
      It is nice to hear from other high school English teachers about the difficulty of measuring such subjective skills. I always struggled. One strategy I did find helpful was assigning paragraph writing as an assessment and scoring them 1-5, with a 3 being adequate and a 5 outstanding Then we would do several together and discuss what constituted a 3 and the differences between 3-4-5. That did seem to help, and students personalized the challenge of getting at least a 3 to show competency and reaching for outstanding.
  • t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • annott
      annott on 30 Mar 19
       
      I really like this chart, it's easy to follow and easy to read.
  • minimizing any bias that might distort estimates of student learning.
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is where I know as an English teacher, I can get bogged down in the details. All of my writing assignments have an assessment category for "M.U.G.S." as we call them (mechanics, usage, grammar, spelling), but those aren't actively taught and retaught every unit. We just expect students to have a certain level of proficiency at this point. However, that isn't always the case. There are MANY students who have not internalized the "rules" of writing. Their mechanics (punctuation) seems haphazard, grammar atrocious, usage nonexistent, and spelling like they fell asleep on their keyboard. However, a complete lack of those skills might not prevent them from being able to distinguish "what is directly stated in a text from what is really meant." I have to be careful to not allow my internal bias against poor writing ability to distort an accurate estimate of a student's learning and demonstration of the skill.
    • kmolitor
      kmolitor on 28 Mar 19
       
      When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
  • Will the users of the results understand them and see the connection to learning?
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is also where I struggle. Our department uses the online program Turnitin.com to give students feedback on written assessments and grade almost all work. This is partially to alleviate issues with plagiarism, but mostly because it gives students and teachers a one access point to communicate feedback. The program allows users to submit rubrics that students can see. We've started assessing rough draft using the final rubric so students can see where their work is in the rough draft stage so they know which paper criteria need work. They also can view my feedback on the paper that tells them how to fix what they need to fix. My frustration is when students aren't willing to go back and look at the feedback on the paper or rubric so they know what learning skills they still need to work on. How can we motivate them to look at the results, see the connections, and make the progress in learning?
    • kmolitor
      kmolitor on 29 Mar 19
       
      That is a great point! How do we motivate kids to go back and look at the feedback and make changes. Many of our kids just want to know what do I need to know to pass the test or assignment and once they pass that's all that matters.
    • jennham
      jennham on 02 Apr 19
       
      You have mentioned before that kids always want to know what they have to do in order to get an A or pass...but that's what I want to know when I take a course. I want/need to know what the expected outcomes are. I feel that kids have so many classes, tests, and assignments that if they don't ask those questions or think in that kind of a structured fashion that they will crash and burn. I get that we want them to LEARN and be passionate, but especially in required courses, the passion just isn't always there and the class literally is a box to check off.
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard
    • Wendy Arch
      Wendy Arch on 26 Mar 19
       
      This is another area where I personally struggle. The time and flexibility needed to be truly responsive is astronomical. I currently teach 4 of the 10 sections of English 10 at Indianola High School. As a class cohort, we try to be within a day or two of each other in content delivery. However, if my students don't get a concept, it's difficult to take a day to reteach since that throws off my alignment with the other teachers. It also means that I would have would have different periods at different places. I'm hoping the flipped and blended learning opportunities will help with the time and organization issues I currently have. If I can break groups up into smaller cohorts based on skill, then use flipped/blended methods for each group, I can (hopefully) accomplish more within the time frame. It makes organization more complicated, but allows more flexibility.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      This is why common formative assessments can be so helpful. If some of your students aren't getting something, it's likely that others aren't either. If you look at the whole team's formative data, it could be that everyone needs to adjust rather than just you.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      And if your class is doing more poorly than another class, you can have conversations about the different instructional practices being used. We all do our best but it's ok to not be the best. Together we can do what is best for our students.
  • Do the results provide clear direction for what to do next?
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      We receive a lot data but never do much with it. What do other schools do with their data? There are great questions within this paragraph that should be asked when the results are in. MG
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      SBL and transitioning from all letter grades is a lengthy process but very beneficial for feedback purposes. MG
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I agree with you about the SBL and how it shows a student exactly what they know or what they need to improve on. A letter grade just give them a percentage of the time they have a correct answer. Doesn't give them any information at what they know or don't know.
    • kmolitor
      kmolitor on 29 Mar 19
       
      I agree Matt, but how do we get kids to go back and internalize the feedback?
  • aim for the lowest possible reading level,
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      I am curious to see if the new Iowa Assessments focus on this. MG
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I think this is also interesting because I know there are some tests that do this purposefully to "increase the rigor" of the test. For instance, AP exams notoriously use vocabulary to make the questions harder. This is saying it could be not just separating those who know less about the content, but also those who have different background, cultural knowledge, or just English as a first language. I, too, wonder how the ISASP will do with this.
    • mpercy
      mpercy on 29 Mar 19
       
      Are we challenging our top students and preparing them for their futures when we use low reading levels? Seems to contradict what we are trying to accomplish.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      This is so very important as we are seeing a dramatic increase in student populations that are not fluent in English.
    • jennham
      jennham on 02 Apr 19
       
      I have developed a system where I always read math tests out loud. That way students are not missing information due to not understanding the vocabulary.
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      Jenn that's an interesting concept of reading the tests outloud....have never thought of doing that in a HS classroom but might help!
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      This is an important thing to consider in the design of your course.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree, providing students multiple opportunities to show their knowledge, and understanding needs to be done.
  • Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and students.
    • mgast40diigo
      mgast40diigo on 28 Mar 19
       
      I fall into this trap with assessments. I do need to incorporate more questions that focus on higher DOK levels. MG
    • jennham
      jennham on 02 Apr 19
       
      You are not alone. So do I. When I have an average of 70+ students to assess on math skills, these are easier.
  • Five keys to assessment quality
    • sjensen21
      sjensen21 on 28 Mar 19
       
      To summarize, the 5 keys to assessment quality are: 1. clear purpose 2. clear learning targets 3. sound assessment design 4. effective communication of results 5. student involvement in the assessment process
    • cathy84
      cathy84 on 31 Mar 19
       
      Great idea on how to use an annotation tool. I can see this being very beneficial to high school students
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      thats a really cool usage! Could see teaching my kids to do this when doing technical reading
  • grouping the assessments
    • sjensen21
      sjensen21 on 28 Mar 19
       
      Grouping assessments into levels: ongoing classroom assessment (daily work/observation), periodic interim/benchmark assessment (weekly quizzes/ group work), and annual state/district standardized assessments. I would add summative unit assessments (tests/projects) here also.
    • kmolitor
      kmolitor on 29 Mar 19
       
      Grouping assessments should give us a better picture of where students are at and help to identify where they need help.
  • cannot measure more complex learning targets at the heart of instruction
    • sjensen21
      sjensen21 on 28 Mar 19
       
      Our school district is doing the ISASP this year for the first time. This is a computer based test based on the Iowa Core. I worry how these results will be used to evaluate student mastery of content specific standards. How much effort will students put into the test and are there too many distractors that will bias the results?
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      Those are legitimate concerns. On the other hand, what this quote makes me think of regarding the ISASP is that at least the types of questions are not only selected response. So many of the standards in the Core can not be measured by the only multi-choice questions in the previous test.
  • Bias can also creep into assessments and erode accurate results.
    • sjensen21
      sjensen21 on 28 Mar 19
       
      On the new computer based standardized tests, ISASP, I worry that there will be skewed results, because this if the first time students have had to take a standardized test online.
  • descriptive feedback
    • kmolitor
      kmolitor on 28 Mar 19
       
      We do need to make sure that our feedback is helpful. Telling students "fix this" or "revise this paragraph" doesn't help them learn, the feedback needs to be more specific and point to the learning target.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I totally agree with giving feedback about why they missed a question or problem. If you just count it wrong the student might now have any idea why they got the question wrong.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I think a lot of times we default to "for a grade" but there are lots of other reasons to consider.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I think this is very important sentence. I know I don't do the greatest job of outlining learning goals everyday and explaining value in each. It's same thing for test. Are testing because its end of chapter or because you want to assess learning goals from the chapter that were the most important from the chapter and meet the standards for your class.
    • annott
      annott on 30 Mar 19
       
      I agree Tom, I am not the best at covering learning targets with students. And maybe standards based learning will help focus my lesson designing and improve student learning.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      I think it is very important that we focus on the learning that is taking place within our classrooms and not on grading. Our assessments should be an avenue to strengthen learning and to inform the teacher what they need to do for learning to continue to occur.
    • alisauter
      alisauter on 30 Mar 19
       
      This reminds me of UBD, or working backwards. The teacher knows the outcome first, and then builds the learning and assessments.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I thought the assessment brainstorming we did at the end of last week with ways to assess face-to-face vs. online was an interesting way to think of all the ways we can assess. I think as teachers we often default to a couple content-specific norms and it would be good to open up to other alternatives on occasion.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      Many years ago I remember assessing my math students at the end of the year with a multiple choice test. None of my tests during the year were multiple choice, but finals were required and it was the most efficient way to get my grades done :( I'm sure it did compromise the accuracy of the results.
  • This means that teachers need to write learning targets in terms that students will understand.
    • kimgrissom
      kimgrissom on 29 Mar 19
       
      I was a part of a John Hattie book study this year. In Visible Learning he talks a lot about success criteria being so clear that students can accurately self-assess their work. I think that's a really great goal for any rubric or learning target.
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Again here we should aim to write them in the lowest reading level possible
  • common assessments.
    • kylelehman
      kylelehman on 29 Mar 19
       
      I totally agree with this statement that we are assessing more than ever before. I don't think that it has to be a bad thing. However, I could see from a student's point of view that it could be overkill if they don't understand why.
  • Teachers have choices in the assessment methods they use
    • mpercy
      mpercy on 29 Mar 19
       
      Is it important for assessments to contain all 4 types of responses?
    • jennham
      jennham on 02 Apr 19
       
      I don't think so. I think the teacher is to pick the best assessment method for that particular learning target.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree with Jen. I think the teacher would need to use professional judgement to decide what the best assessment method would be. Sometimes it may include all 4 types though.
  • inform what decisions?
    • kylelehman
      kylelehman on 29 Mar 19
       
      This has been a large debate that we have been having at our district. We need some sort of feedback roll out that will say how we have managed the data and what the data is and will be used for.
    • tommuller4
      tommuller4 on 29 Mar 19
       
      I think is important part for a teacher after each assessment to use results to maybe modify teaching topics that students performed poorly on. Maybe need an extra day to cover certain topics more in depth if students struggled with it on test or maybe we have a poorly written question on the test causing students to miss points.
  • communicated
    • kylelehman
      kylelehman on 29 Mar 19
       
      This has been another large debate that we have had. We want to make sure that our assessments are given back in a timely manner but we also want to make sure that they have correct and accurate feedback as well as to help the student know what they did well and where to improve and all of that takes time.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      TIME! It's a four-letter word in teaching! The feedback we give students is WAY more important than the grade, and way more time consuming. How do we effectively give the feedback necessary for student growth in a timely manner? I'd love to hear strategies from others here.
  • Summative applications
    • kylelehman
      kylelehman on 29 Mar 19
       
      I think that this becomes more and more important as we look into SBG. Summatives are what tell you the story of how the students mastered something and if you want to see the evidence along the way, that becomes the formatives.
  • Periodic interim/benchmark assessments can also serve program evaluation purposes, as well as inform instructional improvement and identify struggling students and the areas in which they struggle.
    • mpercy
      mpercy on 29 Mar 19
       
      Our math department has been looking at the AAIMS tests for Algebra students which could be used as data to support the learning taking place.
    • annott
      annott on 30 Mar 19
       
      This makes me think of the concept of scaffolding. Which I have used in my classroom when lesson designing. Now I need to do the same thing with assessing. Assess students periodically both formative and summative.
  • minimizing any bias that might distort estimates of student learning.
    • kmolitor
      kmolitor on 29 Mar 19
       
      As teachers we do have to be careful of bias and making assumptions. When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
    • cathy84
      cathy84 on 31 Mar 19
       
      I completely understand this. Teaching writing and reading at the secondary level is so very difficult.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
  • Knowledge targets, which are the facts and concepts we want students to know.
    • annott
      annott on 30 Mar 19
       
      As our district moves toward standards based grading, understanding our knowledge targets is naturally happening during this process.
    • alisauter
      alisauter on 30 Mar 19
       
      We are working on Power Standards in our buildings. I think this would fit with those too.
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      It all goes back to 1) what do we want them to know and 2) how will we know when they know it. We are working hard on choosing power standards. It is a long and exhausting process but a necessary one. Even after power standards are chosen, we need to break them down into learning targets our students can understand.
  • students to track their own progress on learning targets
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self assess their percieved understading of a learning target. This self assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I think allowing the students to self-assess and set goals is really beneficial. I like the idea of using red light, green light, and yellow light for students to show the teacher their understanding.
  • performance assessment or personal communication may be less effective and too time-consuming
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      One dilema that teacher face is the factor of time which we all know. I have worked with teacher who have over 200 students in their classes and often default to a selected response assessment item even when a performance based would be more appropriate. It is challenging to assess and provide feedback in timely manner with this many students. This is not an excuse, but a barrier that needs to be explored.
  • or making the correct answer obvious
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I would also suggest to make non correct answers plausible and avoid answers that are glaringly impossible. If student select the incorrect answer then teachers could be able to identify misconceptions from an item analysis.
  • dependable data generated at every level of assessment.
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I wonder how much professional develoment or preservice teacher training is spent on looking at data to make decisions. There is most likely a range of understanding of what data should be used to design instruction. This is why is it good to have a strong PLC for teachers to work through data and assessment creation (which is really challenging in itself).
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      we are starting this assessment process and it is very challenging
    • mistermohr
      mistermohr on 05 Apr 19
       
      It is amazing to me that data acquisition/analysis and student feedback/scores are largely two separate endeavors. In this day and age, these should be the same step. Without some automation, I don't think this can actually be done. At least not in a meaningful manner.
  • track their own progress on learning targets
    • whsfieldbio
      whsfieldbio on 30 Mar 19
       
      I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self-assess their perceived understanding of a learning target. This self-assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
  • if students will be the users of the results because the assessment is formative
    • rhoadsb_
      rhoadsb_ on 30 Mar 19
       
      Use of formative assessment is vital to the success of students and to inform teachers. this should be a daily practice and done through multiple types of measures.
  • n the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • alisauter
      alisauter on 30 Mar 19
       
      Is this because educators had more trust among these stakeholders back in the day?
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
    • alisauter
      alisauter on 30 Mar 19
       
      We need to be teaching assessment literacy in teacher prep classes.
  • inform students about their own progress
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      Shouldn't this be the goal of all assessments? If it serves other purposes great. If this does not become the focus of the assessment, then a student will start chasing points.
    • mschutjer
      mschutjer on 28 Apr 19
       
      Ideally testing should serve the purpose of helping the teacher and student see areas where they need improvement...
  • clear curriculum maps for each standard, accurate assessment results, effective feedback, and results that point student and teacher clearly to next step
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      I believe that this is important because highlights the role feedback plays in the assessment process. I think we often forget feedback.
    • tmolitor
      tmolitor on 02 Apr 19
       
      I agree, feedback is really important. It also needs to be provided as quickly as possible.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Feedback is most certainly key for something that can be so subjective like writing, but I also think providing feedback on LOT can also improve students understanding. I know that is something I struggle with - leaving the necessary feedback. There's always a time crunch, and sometime students that assessed well receive little feedback even though they could use it too.
  • students can use the results to self-assess and set goals.
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      We need to model how to self-assess and set goals. I was guilty of expecting that my students knew how to do this.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Yes. It is indeed a paradigm shift for teachers and students. Modeling the process to students and talking about it will help them get the most out of the assessment process.
  • learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • mrsmeganmorgan
      mrsmeganmorgan on 31 Mar 19
       
      I wonder if the creators of ISASP has taken this into consideration. It would be interesting to learn how they accomplished this.
    • cathy84
      cathy84 on 31 Mar 19
       
      Excellent point!
    • cathy84
      cathy84 on 31 Mar 19
       
      I wonder who "we" are when the authors say "we're betting." I don't think it's the teachers, for we know the limits of testing.
  • cultural insensitivity.
    • cathy84
      cathy84 on 31 Mar 19
       
      I think this is a way bigger problem than ,most people realize.
    • cathy84
      cathy84 on 31 Mar 19
       
      I think this is a real problem with ISASP
    • zackkaz
      zackkaz on 03 Apr 19
       
      I'm willing to let ISASP run its course though - I think it is vastly improved from the old ITBS. At least it does have open ended questions and require students to process and write instead of the good ole A, B, C, or D.
  • Making decisions that affect individuals and groups of students on the basis of a single measure
    • robertsreads
      robertsreads on 01 Apr 19
       
      The idea that a single measure can accurately assess students is absolutely baffling to me. ~KMR
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      definitely a scary concept with the large presence and weight placed on these assessments
    • mschutjer
      mschutjer on 28 Apr 19
       
      it seems this concept totally contradicts what education stands for. Only good test takers like these tests.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
    • robertsreads
      robertsreads on 01 Apr 19
       
      I could not agree with this more. The amount of hours we spend preparing students for a single test is astounding. The time would be better served to actually teaching students content.
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • robertsreads
      robertsreads on 01 Apr 19
       
      Given the requests for data from our administrators and other stakeholders, this is imperative.
  • From a summative point of view, users at the classroom and periodic assessment levels want evidence of mastery of particular standards; at the annual testing level, decision makers want the percentage of students meeting each standard.
    • robertsreads
      robertsreads on 01 Apr 19
       
      It is more beneficial for students to demonstrate mastery of standards than for students to test well.
  • assessment formatively
    • barbkfoster
      barbkfoster on 01 Apr 19
       
      I feel like we could do a better job of formatively assessing students. When students hear the word assessment, they think quiz or test and they get apprehensive. We need to change their mindset and show them how they can use formative assessments (exit tickets, class polls, one-minute papers, etc) to help them take control of their own learning.
  • the use of multiple measures does not, by itself, translate into high-quality evidence
    • jennham
      jennham on 02 Apr 19
       
      I happy to say that in our district we are working very hard at using only those assessments that we find useful to both the teachers as well as the students. We have drastically cut back on the number of assessments our students take.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jennham
      jennham on 02 Apr 19
       
      I feel this takes us dangerously close to teaching to the test. Is that really what is best for students? Changing everything around in order for them to score well on standardized tests? If the goal is truly to benefit students and how they learn, I am all for it no matter what.
  • "I can make good inferences. This means I can make a guess that is based on clues."
  • Who is the decision maker?This will vary. The decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • zackkaz
      zackkaz on 03 Apr 19
       
      For those that teach AP they also have the AP board to assess
  • or summatively—to feed results into the grade book.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Evan, just curious since you suggested that potentially the answer is no grade book? How would use summative assessments? Would students just keep repeating until they were garnered proficient?
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • chriskyhl
      chriskyhl on 03 Apr 19
       
      so important to consider all 3 levels when planning
  • Reasoning targets, which require students to use their knowledge to reason and problem solve. A reasoning target in math might be to use statistical methods to describe, analyze, and evaluate data. Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency. Product targets, which specify that students will create something, such as a personal health-related fitness plan.
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      These categories of learning targets seem to tie in nicely with authentic learning.
  • balanced system
  • balanced system
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Do districts map out these different groups of assessments on a yearly calendar? It would be interesting to see how many days a year are students engaging in assessment and also the types of assessment.
  • overflow of testing
    • Deborah Cleveland
      Deborah Cleveland on 03 Apr 19
       
      Yes. There is a lot of testing these days One of my friends mentioned that between testing and snow days she hadn't "taught" from MLK day to almost President's day. Needless to say she was anxious about how well students wee going to demonstrate learning when they hadn't had much instruction for over a month.
  • schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • mistermohr
      mistermohr on 05 Apr 19
       
      I think that these decisions are made too infrequently. One test may place a student in a group that is not in your zone of proximal development. They may be stuck there for quite some time.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
    • mistermohr
      mistermohr on 05 Apr 19
       
      and to think of the potential impact on opportunities available to students...crazy
    • mschutjer
      mschutjer on 28 Apr 19
       
      too much time is spent testing....
  • about the overall level of students' performance.
    • mistermohr
      mistermohr on 05 Apr 19
       
      From my experience, most of the high stakes testing explicitly states that the results should not be used on the individual student decision making level. Oh the irony....
  • ults
Andrea Compton

ollie_4: Building a Better Mousetrap - 1 views

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

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

Articles: Preparation - 8 views

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

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

Articles: Presentation "Awakening" - 0 views

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

shared by emoses on 09 Sep 15 - No Cached
  • The use of the PowerPoint presentation has been a disaster. It should be ditched.
    • scott fillner
      scott fillner on 09 Sep 15
       
      I would agree with this quote if it is the only means by which we engage learners.  We should consider audience and modalities when designing a presentation.
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
    • scott fillner
      scott fillner on 09 Sep 15
       
      It is a medium that is endangered due to the collaborative possibilities of Google.  I cannot remember the last time I utilized PPT for a presentation.
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      A ppt can also be shared via email. I use google slides in my classes, it's easier to share anything from my Google drive though
    • carolborchard
      carolborchard on 14 Sep 15
       
      It is like anything. It can be helpful or not depending upon how it is used.
  • Communication is the transfer of emotion.
    • scott fillner
      scott fillner on 09 Sep 15
       
      I enjoy the way the subtitle is written here. It is akin to asking who the audience will be before authoring a piece of writing. The key word that sticks with me is transfer.
    • carolborchard
      carolborchard on 14 Sep 15
       
      Interesting definition.
    • emoses
      emoses on 28 Sep 15
       
      Sadly, this is what I have replaced for presentations - I just give them a PowerPoint of information and expect them to get the information. Rather than be a drain on their day (and waste class time reading slides), I just give them the information so we can do more interactive things in class.
  • ...27 more annotations...
  • reinforce
    • scott fillner
      scott fillner on 09 Sep 15
       
      Reinforcing is a powerful word choice that is spot on when thinking about presentations and communication.
  • feedback cycle
    • scott fillner
      scott fillner on 09 Sep 15
       
      A must for all presentations. If you want to grow, serve your audience and be effective, feedback loops are critical.
  • Curse of Knowledge
    • scott fillner
      scott fillner on 09 Sep 15
       
      So true, whether it be presenting or teaching.  Unless you plan for feedback, interaction, and checks for understanding, it is truly hard to stay in that moment and perspective of your audience.
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      It is hard to act "casual" when you are trying to be professional and want to be taken seriously.
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
  • Suggesting we abandon PowerPoint because it's often (usually?) misused and abused to produce awful presentation visuals is like saying we should dump the idea of 24-hour cable news because so much of it is vacuous rubbish. But whether we’re talking about bad TV or boring presentations
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      Being able to read and listen to a presentation - a couple of lines on the slide - is handy for people who's not familiar with the presenter's accent (foreign or regional)
    • alberhasky
      alberhasky on 14 Sep 15
       
      I agree that phrases are helpful for focus, for me. Wall to wall text is certainly poor use of PowerPoint and reading off the slides is redundant.
  • make yourself cue cards. Don’t put them on the screen.
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      I remember the sticky notes for presentations then, we were supposed to use powerpoint in order to be updated and using technology. So, now we have to go back?
    • alberhasky
      alberhasky on 14 Sep 15
       
      I think this works for a presentation, but what about a lecture? Same deal or apples and oranges?
  • it is important to keep in mind what makes your ideas resonate with people.
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      When presenting, we should always remember we need to be appealing to our public.
  • Suggesting we abandon PowerPoint because it's often (usually?) misused and abused to produce awful presentation visuals is like saying we should dump the idea of 24-hour cable news because so much of it is vacuous rubbish. But whether we’re talking about bad TV or boring presentations
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      A presentation that lacks of content or good backup information, will be bad no matter what media we use to transmit it..
  • he never forgets the lesson
    • francysmaureen
      francysmaureen on 13 Sep 15
       
      This happens with older people, I mean, a reaction. When you tell a cultural story to younger people, they tend to criticize the details.
  • it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
    • carolborchard
      carolborchard on 14 Sep 15
       
      I have a hard time remembering a presentation where the speaker didn't read from the powerpoint. I remember thinking each time, "I can read this myself. This is a waste of my time."
    • micintosh
      micintosh on 14 Sep 15
       
      I totally agree with you.  The presenter feels like we can't read it ourselves and in turn disengages the audience.
  • If everyone in the room agreed with you, you wouldn’t need to do a presentation, would you?
    • carolborchard
      carolborchard on 14 Sep 15
       
      Haha! That makes me laugh!
    • emoses
      emoses on 28 Sep 15
       
      Well, that's the truth! I think more like, if everyone in the room could get the information, I wouldn't be doing the presentation. The funny thing is, they actually could get the information - they all have the Internet at their fingertips in class. They should be teaching each other, not me regurgitating information.
  • Bullets Are For the NRA
    • carolborchard
      carolborchard on 14 Sep 15
       
      I enjoy how the author writes. It's effective for me.
  • five rules you need to remember to create amazing Powerpoint presentations:
    • carolborchard
      carolborchard on 14 Sep 15
       
      "five rules" but lists six. Good points to remember, though.
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • carolborchard
      carolborchard on 14 Sep 15
       
      Nice acronym.
  • it is more effective to target both the visual and auditory processors of working memory.
    • micintosh
      micintosh on 14 Sep 15
       
      This would also be true for trying to reach people with different learning styles.
    • emoses
      emoses on 28 Sep 15
       
      I do believe this is very true. I know there are so many visual learners out there, and I feel like presenting to them the information (with visuals and different colors) will reach them a lot better. However, if it's not the right visual, it's going to lose the audience very quickly. 
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken
    • micintosh
      micintosh on 14 Sep 15
       
      I don't agree with limiting yourself to only 6 words to a slide.  What if you have a great quote like "If opportunity doesn't knock, build a... " A what?  I WANT to know WHAT to build??  If I limit myself to 6 words my audience will never gain the insight of the author.  Or on a second thought maybe I should leave them on a cliff hanger.
    • alberhasky
      alberhasky on 14 Sep 15
       
      I agree that seems a bit arbitrary and can't possibly work in all cases. But "less is more" is a good rule to abide by.
  • One of the components for creating sticking messages is story.
    • micintosh
      micintosh on 14 Sep 15
       
      I agree that stories can be very useful as I became more engaged with this class when reading the instructors stories that made me laugh and relate to them better.
    • alberhasky
      alberhasky on 14 Sep 15
       
      Yes, very true, but also can be difficult to tell the right story that gets the point across without distracting from the point. Also I remember teachers who could string together great anecdotes, but they led us away from the course content.
    • emoses
      emoses on 28 Sep 15
       
      Stories can be a great way to attract your audience. I have the opportunity in many of my presentation to bring my real life into it, but shy away from this idea because I might not want them knowing too much about it. It's debilitating to cut your audience off from seeing the message through the eyes of the presenter. It's more real for them if you open up.
  • When possible, put your ideas in human terms.
  • When possible, put your ideas in human terms.
  • When possible, put your ideas in human terms.
    • micintosh
      micintosh on 14 Sep 15
       
      This statement and the example make sense to me.  100 grams of fat doesn't mean much, but when you talk about what it looks like, then I get it. 
  • MPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you
  • No dissolves, spins or other transitions.
  • “Our mission is to become the international leader in the space industry through maximum team-centered innovation and strategically targeted aerospace initiatives.” Or “...put a man on the moon and return him safely by the end of the decade.”
  • The home run is easy to describe: You put up a slide. It triggers an emotional reaction in the audience. They sit up and want to know what you’re going to say that fits in with that image. Then, if you do it right, every time they think of what you said, they’ll see the image (and vice versa).
    • emoses
      emoses on 28 Sep 15
       
      This makes a lot of sense. Simplicity is key, and if you can make them remember whatever it is you're talking about by having one image, one quote, one something that's so profound, they won't be able to forget it, that's a home run.
lisa rasmussen

ollie4: Educational Leadership: The Quest for Quality - 5 views

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

shared by lisa rasmussen on 25 Sep 11 - No Cached
  • Five keys to assessment quality provide the larger picture
    • Maryann Angeroth
      Maryann Angeroth on 25 Sep 11
       
      The Clear Purpose paragraph resonated with me since I just finished reading an article in Education Leadership called Know Your Target. It is all about knowing the purpose and sharing that with students and how student achievement goes up as a result.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree with you that it is important to give the students a clear idea of the purpose of the lesson and how it would impact their life or daily skills.
  • Five keys to assessment quality provide the larger picture into which our multiple measures must fit
  • Are results communicated in time to inform the intended decisions
    • Maryann Angeroth
      Maryann Angeroth on 26 Sep 11
       
      One of the "What Works in the Classroom" strategies from Marzano is: Setting objectives and providing feedback. Research shows that giving feedback improves student achievement. This statement about results being communicated in time to inform the intended decisions reminds me of the Marzano work.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I have seen positive results in my own classroom when I have provided feedback in a timely manner that is directly to the specifics that were taught.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      This is one of the benefits of educational games if they are created well... instant feedback and another level to conquer!
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Did you read Evan's blog about gaming? I was interested in his perspective to making it synonomus with using literature to teach content.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I completely agree! I have around 600 kids and try my best to comment more than just "good job" but with meaty feedback for my older kids in 3rd, 4th, and 5th grade and I've seen many kids work and rework their challenges out until they get it. It shows the kids they're not just a number. :)
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Teachers are becoming more data driven than ever before.  Teachers will need to have a condensed curriculum if they want to provide enrichment opportunities in their classroom.  Currently, there is not enough time within the school year for teachers to assess, analyze, and enrich for each and every child unless some of the content they are expected to teach is removed.  This is a situation where it looks great on paper but right now doesn't work in the classroom.  If we really are stressing Quality than quantity needs to be reduced. 
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      The time factor and choosing the right assessments is a daily struggle for teaching. I wish that there was more time in the day, week, month to evaluate past assessments and determine the effectiveness of them.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I agree with all your comments on the value of feedback. That's what I really like about some of the online assessments I've seen - kids get the feedback right away and then are pointed to extra help or a different type of explanation if they need it.
  • ...42 more annotations...
  • Who will use the results to inform what decisions?
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      and...is there already and assessment in place that give you this information? Do I need to duplicate? Not only is the why important, but also the what-does it get to what I need to know for future instruction?
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Your last statement is very importatn, Barb! That question should be asked prior to giving each assessment--how will this help my students and how will this help me to change my instruction to help my students.
  • four categories of learning targets
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      I hadn't seen LT' broken down this way before.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Neither have I seen this breakdown! Worth sharing with teachers.
    • linda vann
      linda vann on 28 Sep 11
       
      I love this! What an easy, direct guide to clarifying learning targets!
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins actually has 5 targets, which includes dispositional targets
  • which assessment methods are most likely to produce accurate results for different learning targets.
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      It's always about working smarter, not harder and this leads us toward that.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I agree--and I really like this chart! It really helped to enhance my understanding of this information.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      The chart is very helpful. I like how it shows that perfomance assessments aren't always the best, it depends on what you are assessing. I am glad selected response is still acceptable for knowledge mastery.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      I am always looking for "filters" that I can use when developing a course. This is a great filter when reviewing the assessments used in the course.
  • more assessments
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      If the additional assessments were mostly formative, I do believe that we would be more accurately estimating student achievement.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      And...if those formative assessments are linked directly to the learning of the skill, it wouldn't take time away from the learning to assess.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Currently I think the students feel like they are being assessed all day long.  Think about how many classes they have in a day.  If those teachers are being asked to provide data showing progress/mastery in each of their subject areas they will be overwhelmed with assessments.  A balance is key but at the same time we need to think about our students and think about what it might be like to be assessed this much.
    • linda vann
      linda vann on 28 Sep 11
       
      Balance being the operative word here...assessment for assessment sake is not time efficient or effective. Assessment for adjusting instruction is highly valuable.
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I think more assessments can help teachers estimcate student achievement, but only if it is not taking away teaching time. We need to assess in ways that don't interupt class time. I know there are times that I have had to spend assessing my students when I felt I could of been giving them more by teaching....
  • The assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Clear learning targets are so important--and so often not understood by teachers. I still work with so many teachers who don't question learning targets, as they just go from page to page in the textbook and teach what is next regardless if students already know the information or would need background knowledge in order to understand the concepts.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      So often we assess and we truly don't know what our learning targets were. Often our assessment doesn't even match what we thought our learning targets were.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree that many of us do not take the time or effort to evaluate if the assessments actually measure what we are teaching in the classroom.
    • linda vann
      linda vann on 28 Sep 11
       
      The alignment between curriculum, instruction, and assessment is critical. If we don't take the time to clarify our intended outcomes, how can we expect students to perform to expectations?
  • Or, you can highlight the phrases on the rubric that describe the hypothesis's strengths and areas for improvement and return the rubric with the work.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      In the first class I took towards my Master's in Educational Technology, the professor did this--not just for our assignments, but also for our participation in our forums. Since then, I have "borrowed" this strategy for my own students. It definitely encouraged me to work on improving my responses in the weekly forums!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Might we be suggesting the end of grades and the beginning of standards based assessment?  How would that affect colleges and universities?  Would they be willing to accept a student who met all the standards at a school over a student who got a 4.0?
    • Judy Sweetman
      Judy Sweetman on 01 Oct 11
       
      I think it depends on the discipline. Art and graphic design--and perhaps music--are probably going to be much farther ahead here. Students have to prepare portfolios of their work and that is what is looked at, at least at Morningside College. They also look at GPA, but there is more weight put on the portfolio.
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      More and more former students are telling me they needed to submit a portfolio of past work for colleges. Whether it be for scholaraships or acceptance into a certain program.
  • assessment literate
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm finding the sessions I've attended in Des Moines by Margaret Heritage to be very helpful in understanding what "assessment literate" means!
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      That is a term I've not heard before. It makes sense, however. Data used inappropriately can have disastrous results.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      The state will need to spend a lot of money and time training teachers how to assess, use the data, and enrich students.  As my district begins its transition into this new data-driven age, I am noticing more and more teachers struggling to analyze data.  They are also struggling to find enough time to check assessments, analyze data, and provide meaningful enrichment activities to help students reach proficiency. 
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins has a great plan to move a district and a school toward assessment literacy. He calls it the 7 actions for school leaders.
  • four assessment methods (selected-response, extended written response, performance assessment, and personal communication
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm not sure I've seen these four assessment methods listed like this. This is good information to have and to help in creating assessments.
    • lisa rasmussen
      lisa rasmussen on 18 Oct 11
       
      I have used all of these methods in my art class room, but not on a regular basis. Our 4th grade assessment assignment includes two methods. Students answer a written test with true/false and multiple choice answers to identify concepts the children know. Students make a drawing of a landscape and then go pack to paint the landscape. Teachers keep wanting to add the personal communication componant where the students discuss the choices they made in their landscape painting.
  • Do the results provide clear direction for what to do next?
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Selecting the best assessment method makes a difference. If we are using the data to guide our instruction, it's imperative we use the right assessment tool.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I agree, Pam! So is ITBS or ITED ever the "right assessment tool"? Can they truly reflect the intended learning?
    • Nathan Fredericks
      Nathan Fredericks on 29 Sep 11
       
      We are told at my school that, at minimum, they are going to be better than what they were as the ITEDs are now supposed to be aligned with the Common/Iowa Core. We shall see how this will end up.
    • David Olson
      David Olson on 02 Oct 11
       
      We are so messed up on our standardized tests when it comes to 21st century skills and their measurement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      So much seems to be a matter of alignment. A misalignment between assessment method and intended learning leads to inaccuracy of results.
  • What decisions will the assessment inform?
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      The following paragraph highlights the way formative assessments should guide our instruction. Changes may not be immediate, but they certainly provide a way to plan for the future.
  • Use SAT scores to determine instructional effectiveness
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Just a sidebar....could this mean we need to be very careful when we use ITBS scores to measure teacher effectiveness?
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Oh, yeah!!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Why doesn't NCLB consider the many other "X" factors that could influence ITBS scores when they make the SINA list or use data like this to determine teacher pay?  Great on paper but not in practice.
  • For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward. Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      I am going to play devil's advocate here.....how can we motivate students to take action in order to promote learning if that is not within their goals? I agree that descriptive feedback linked to targets will give more meaning to the assessment, but in all reality, don't we often deal with students who can't see the reason for the writing?
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Why do you think that is? How many K-2 students are not excited about coming to school and learning? What happens that kills thier love and devotion to learning?
    • linda vann
      linda vann on 28 Sep 11
       
      Do you see this attitude of "this doesn't fit my goals/needs" as more prevalent at the secondary level or the elementary level? I know I have seen this with adult learners until they understand they tune to WII-FM (What In It For Me?). Once they do, then the learning "takes off" like gangbusters when provided the specific type of feedback described here.
  • Teachers should design the assessment so students can use the results to self-assess and set goals. A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      Self-assessment is a vital step in setting personal goals. How many of our students have actually been asked to look deeply into their skill set? Would many students willingly "communicate their status to others?" Hmmmmm
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I think this is a great reason why students should have input into what is being assessed in a rubric... what is important and how will you know what you know?
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Well-designed rubrics not only set targets but also help students monitor their progress. It has been my experience that middle school students are quite honest and perceptive in self-evaluations when "communicate their status to others" means sharing the self-assessment exclusively with me (their instructor) or with me and their parents or guardians.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students would need to be guided through self-assessment at first.
  • data from these assessments
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      It's all about data!! "What does the data say...?"
    • linda vann
      linda vann on 28 Sep 11
       
      The caution about data is using it appropriately. It is an intensely powerful tool if used to make decisions about instruction and assessment. The more data, the better!
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      The more data, the better....this makes sense to me. We need to make sure we are using the right data in making decisions; making decisions based upon poor or incomplete data leads to poor decisions. Here lies another challenge...it sometimes seems like we are "drowning in data." How do we choose the data we use?
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      It seems obvious...the data you get from assessing should show you what your students are learning and what you need to work on more. I like your comment Cheryl...it does seem like sometimes I have more data than I know how to organize or what to do with it!
  • Assess learning targets requiring the "doing" of science with a multiple-choice tes
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I've seen this many times - the assessment doesn't fit the learning expectations.
  • meeting student, teacher, and district information needs
  • a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • linda vann
      linda vann on 28 Sep 11
       
      Or expect that decisions regarding eligibility for special education is based on diagnostic assessments alone!
  • Using misinformation
  • his means that teachers need to write learning targets in terms that students will understand.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Parent involvement is an important component when children are young. Parents help a child budget time. If they are not aware of what the child is involved in, or needs to set aside time for, then the child will not accomplish much. parents also need to be able to understand the terms involved and the intended outcome.
  • all assessment users have access to the data
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      Our art department currently grades all children, but only assesses 4th grade students with a February drawing, painting, and multiple choice test. Children and Parents should have an idea before then about how their child is picking up one the curriculum.
  • From that foundation
  • groups of students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our distirct is really focused on SES and IEP students since that is where our lowest ITED scores are.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      We would have to add African-American in our district in addition to SES and IEP.
  • unprecedented overflow of testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our department had to create a math assessment that would test what the average 10th grader should know. Then we were told the test should be about what all 10th graders should know. We have spent countless hours debating, rewriting and trying to come up with methods on how to help our students that are not proficient on the test.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Today on the radio, I hear Jason Glass say that all 11th graders need to take the ACT and the state needs to help pay for this. I don't think I agree with adding another required assessment for our students...I do agree we need to provide a rigorous curriculum for our secondary students, but do they need to demonstrate their knowledge by taking the ACT??
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      In response to Deena, I have struggled as the leader of the curriculum and assesment efforts on WHAT to ask people to do. I have hesitated developing any local assessments due to the movement from local standards...to Iowa Core and not the common core. Hope we have stopped changing because up to now it has been a moving target!
  • In math
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      This is the first time I have actually seen a math example when discussing assessment. Usually the examples I see are for english or social studies.
    • Jean Van Gilder
      Jean Van Gilder on 03 Oct 11
       
      knowledge targets work pretty well in mathematics!
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Thus the term "assessment FOR learning." The intent is to provide guidance for improvement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      It's amazing the number of assessments that I have received in my formal learning that involved only a grade or pass/fail. It makes me wonder if I retained very much from those learning opportunities.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication.
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Wouldn't matching method of assessment to method of practice be a consideration?
  • which require students to use their knowledge to reason and problem solve
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      This is an area that I am currently working on. I am trying to come up with more projects so that students can apply what they are learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      When I took my first college stat class, I could follow the directions just fine and get the right answer, but I had no idea why we were using the particular statistic or what it actually meant. When I asked my stat lab instructor, he looked up my grade and said, "What do you care, you're getting an A." I cared because I wanted to know how to use the stuff, not just get through the class!
  • What information do the decision makers need
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      This paragraph makes a distinction between decision makers that we might forget when edited our assessments. There is a definite difference in level and approach between classroom and school or community assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Agreed. I think not recognizing that distinction can lead to misuse of the data. For example, a school or community use of classroom level data when they don't know the circumstances or environment under which the data is collected can lead to some inappropriate conclusions.
  • use of clear curriculum maps for each standard
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      Although time consuming, the importance of curriculum maps becomes clear when writing essential questions and revisiting the teaching strategies we use to improve student learning.
  • instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Jessica White
      Jessica White on 02 Oct 11
       
      This is our hope as educators. I truly hope that the valuable time spent testing will return dividends.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I find the information gathered to be very useful to my teaching, and to the students and parents.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
  • provide information about student progress not typically available from student information systems
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Time involved is major...classroom teachers will tell you it is very labor intensive.
  • high-stakes tests were common in schools
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      Seems like the public would say this isn't true. They would believe that there was no accountability before NCLB.
  • if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      At muy school our science assessment is of this variety with both extended response and multiple choice answers for teh questions asked.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree that a variety should be used in accurate assessment. Students respond differently to different assesment methods. Some students have a very anxious response to timed tests, or written tests, but may do fine in showing their knowledge on multiple choice or matching.
  • Students learn best when they monitor and take responsibility for their own learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Best parent teacher conference I ever attended was a student-led one for my 5th grader. Each student built their portfolio and was in charge of explaning it to their parents. Most honesty and responsibility I've ever seen in kids!
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I have been to the same kind of Open House led by students in the class. It really gives the students ownership to what happens in that classroom.
  • to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      Multiple measures have been used for years to establish whether assessments are valid. Very important to note that if the measures are not valid, multiple measures do not indicate validity.
  • For example, suppose we are preparing to teach 7th graders how to make inferences. After defining inference as "a conclusion drawn from the information available," we might put the learning target in student-friendly language: "I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion." If we were working with 2nd graders, the student-friendly language might look like this: "I can make good inferences. This means I can make a guess that is based on clues."
  • Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I believe we are OK at reviewing materials with a "traditional" sense of bias but when it comes to cultural sensitivity...I'm not sure my district has a handle on the work.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I agree. Some cultural sensitivity can't be easily understood by other people. I've been surprised often by what kids say about the way their family opperates.
  • What are the essential assessment conditions?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      When we do our annual assessment for 4th grade artists effort is made to provide clear instructions and visuals, with the same materials available to all teachers. The other factors that enter into a student's performance vary widely. Some teachers deliver the test in their own art room, others in the classroom because they teach there. There are many factors that affect performance.
  • No Child Left Behind
  • The assessor must plan to manage information from the assessment appropriately and report it in ways that will meet the needs of the intended users,
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      i would assume this would mean that information should be shared in user-friendly language for parents and students, and be shared in a timely fashion.
  • Kevin McColley on 28 Sep 11
     
    Different assessment methods chart
Dennis OConnor

Information Investigator 3 by Carl Heine on Prezi - 6 views

prezi.com/...information-investigator-3

21cif Information fluency selflearning self-paced online learning research

shared by Dennis OConnor on 30 Sep 11 - No Cached
  • Dennis OConnor on 30 Sep 11
     
    What if every student (and educator) was a good online researcher?  I know, you don't have the time to teach information fluency skills.  What if you could get a significant advance is skills with just a 2 -3  hour time commitment?  Here's a great Prezi 'fly by" of the new Information Investigator 3.1 online self paced class.  Watch the presentation carefully to find the link to a free code to take the class for evaluation purposes. 
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

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

shared by Seth Denney on 19 Sep 11 - No Cached
  • Tailors instruction to meet the different needs of students
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Totally agree. How have you assessed their prior knowledge?
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
  • Understands and uses data from assessments to guide instruction
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
    • C Richardson
      C Richardson on 02 Oct 11
       
      I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      We do an assessment at the beginning of our courses to see where teachers are with the content.
  • Provides substantive, timely, and constructive feedback to students
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
  • ...27 more annotations...
  • Assists students with technology used in the course
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with both of you that it's important to keep it manageable.  I think facilitating an online class could be a good lesson in time management.  I like the idea of online office hours and the ability for your to reach you in multiple ways.  I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
  • Has experienced online learning from the perspective of a student
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Hmm, we seem to be doing that right now...
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If we can empathize with a student, it make the relationship that much stronger...
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with some of the other posts that it's important not to use technology for technology's sake.  Just because you can, doesn't mean you should include it.  Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case.  That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
  • uses techniques to engage students
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Student engagement at a high level will be key in improved student achievement.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
  • sessment instruments that are a
  • uses techniques to engage students
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
  • opportunities that enable student self-assessment and pre-assessment
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      We can't assume that all teachers have a deep understanding of the content to be taught
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
  • ifferent learning styles, different interests and backgrounds, and
    • Pam Elwood
      Pam Elwood on 09 Oct 11
       
      Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Link not working. Search Youtube for learning styles a myth and you will find it.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • jquandahl
      jquandahl on 09 Oct 11
       
      Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • jquandahl
      jquandahl on 09 Oct 11
       
      It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
  • • Aligns assessment with course objectives
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Belinda Blackbur
      Belinda Blackbur on 12 Oct 11
       
      The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
  • management software
Jan VanHemert

Delivery - 0 views

I assume some of this great help for great presentations are geared for big time presenters and probably not teachers. Yet, it does make me wonder if rehearsing is the day's lesson (powerpoint pre...

Practice 10 hours for every one hour of the presentation

started by Jan VanHemert on 01 Sep 14 no follow-up yet
tamela hatcher

Articles: Delivery - 1 views

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

shared by tamela hatcher on 18 Nov 14 - No Cached
  • If I had only one tip to give, it would be to be passionate about your topic and let that enthusiasm come out.
    • sraymond21
      sraymond21 on 18 Nov 14
       
      Love this! This is something I also hear from students: If I'm interested, they'll be a little more interested also!
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      I agree! Enthusiasm is contagious.  If I am enthusiastic, chances are very good my students will be also.
  • Humans have short attention spans when it comes to passively sitting and listening to a speaker.
    • sraymond21
      sraymond21 on 18 Nov 14
       
      I'm adapting more and more to this the longer I teach! Kids really do have short attention spans, but so do adults these days!
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium.
    • sraymond21
      sraymond21 on 18 Nov 14
       
      My remote will not work with my OPTIMA. Any suggestions to those of us tethered to the computer?
    • debraschindler
      debraschindler on 20 Nov 14
       
      I have had someone sit and run the computer/slides while I 'walk' around the room. I just nod to them when I'm ready for the next slide.
  • ...30 more annotations...
  • If you are speaking in a meeting room or a classroom, the temptation is to turn the lights off so that the slides look better. But go for a compromise between a bright screen image and ambient room lighting.
    • sraymond21
      sraymond21 on 18 Nov 14
       
      I am going to have to try this!!!
    • debraschindler
      debraschindler on 20 Nov 14
       
      In one of our large group meeting areas we can turn off the lights in just the front which helps it from becoming to sleep inducing.
  • As you plan your presentation, try to come up with arguments against your perspective. Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance. This kind of research will prepare you for skeptical questions and comments — and it’ll help you develop a deeper understanding of the topic and a more nuanced point of view.
    • sraymond21
      sraymond21 on 18 Nov 14
       
      The old question: Why do I need to know this Mrs. Raymond?
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      This reminds me of when we have students debate others from another point of view.  I can see how thinking about your presentation from adverse angles will make you even more prepared.
    • kimkaz
      kimkaz on 23 Nov 14
       
      Authenticity is key.  Relevance is key!  
  • thank them
    • debraschindler
      debraschindler on 20 Nov 14
       
      I've listened to handful of speakers lately who keep saying, "That is a great question." They have done it so many times within the same presentation that it seems not as genuine as I think they truly intend it to be.
  • to tune out after about 10 minutes, Gallo says, based on expert opinion and research in cognitive functions. So keep the presentation to less than 20 minutes.
    • debraschindler
      debraschindler on 20 Nov 14
       
      Good thing to keep in mind
  • Gallo's Tip
    • debraschindler
      debraschindler on 20 Nov 14
       
      Great solution for when release pd time for teachers is very fixed (can only be out a a training a full day; not a 20 minute meeting every day)
  • We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • debraschindler
      debraschindler on 20 Nov 14
       
      Feel like I should read more about body language while presenting now....
    • kimkaz
      kimkaz on 23 Nov 14
       
      It's a powerful way of understanding the audience.
  • The first 2-3 minutes of the presentation are the most important.
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      That's pretty tough - you know you have to be engaging and very likable those first couple of minutes to try to keep their interest and attention.
  • Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      I believe this to be true in just about every situation.  The person who is calm and considerate is respected, but the ones who become less than ideal are remembered for those flaws.
  • Their desires and goals — and their frustrations and anxieties — should shape everything you present.
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      Another great reason to consider who your audience is, what you are trying to promote, and think about what type of adversity you may be up against.
    • kimkaz
      kimkaz on 23 Nov 14
       
      I totally agree that the best way to engage an audience is to anticipate their needs.
  • "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      This reminds me of why Evan had jokes every few slides in his power point (the one that Evan said was bad, but to me was pretty neat).  Breaking pieces of information into chunks is what educators do all the time to keep the attention where it needs to be.
  • However, he says most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language and how they speak and sound.
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      While the slides are important, the content of what you say and how you say it has more impact.
  • The term "death by PowerPoint" rings true with most people for a reason.
    • stephhallberg
      stephhallberg on 22 Nov 14
       
      After having been in this course, I've shared with my fiance what I've learned.  He just came home on Friday after spending all day at a conference being read bullets to from a Power Point.  He said he kept thinking about everything I've told him about bad presentations.  Clearly he was annoyed with his day.
  • Try looking at individuals rather than scanning the group. Since you are using a computer, you never need to look at the screen behind you — just glance down at the computer screen briefly
    • kimkaz
      kimkaz on 23 Nov 14
       
      I like to connect with at least one person in the group who seems intertested in what I'm saying.  It keeps me from getting distracted.
  • With a TV screen, you can keep all or most of the lights on. Make sure your text and graphics are large enough to be seen on the small the screen.
    • kimkaz
      kimkaz on 23 Nov 14
       
      My new favorite tool is Chromecast.  It basically turns any tv or monitor with a USB into a screen!
  • you’re not the star of the show. The audience is.
    • kimkaz
      kimkaz on 23 Nov 14
       
      I think putting the audience at the center of attention is a brilliant concept.  It's true that if they feel that they are the focus rather than you there is more of an opportunity for learning to occur.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes
    • kimkaz
      kimkaz on 23 Nov 14
       
      Anticipating resistance is a way to prepare for the worst but expecting the best.  As a person who hates surprises I find that I can be very relaxed as a presenter if I have thought of the yin to the yang.
  • "Nobody is as interested in you as you think they are,"
  • slides ever created, see "8 PowerPoint Train Wrecks.")
    • kimkaz
      kimkaz on 23 Nov 14
       
      This are great non examples
  • Practice 10 hours for every one hour of the presentation (
    • kimkaz
      kimkaz on 23 Nov 14
       
      IT's true the more prepared one is the better the chance for success!
  • "You don't need an expert coach to be there to find these things," Gallo says. "You'll pick out one hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • kimkaz
      kimkaz on 23 Nov 14
       
      I didn't realize that I had so many idiosyncrasies until the staff  'roasts' me at the end of the year.  It's all in good fun but meaningful feedback.
  • First impressions are powerful.
    • julievanmanen
      julievanmanen on 25 Nov 14
       
      It is important to grab the attention of the students or audience right at the beginning. The hook needs to be powerful and original.
  • By having the slide blank, all the attention can now be placed back on you.
    • julievanmanen
      julievanmanen on 25 Nov 14
       
      This is such a simple concept and I use it all the time when running the Power Point during the worship service at church for that reason; yet, have not done that during my presentations!
  • One sure way to lose an audience is to turn your back on them.
    • julievanmanen
      julievanmanen on 25 Nov 14
       
      This is especially true in middle school math!
  • Always remember that the people in your audience get to determine whether your idea spreads or dies
    • julievanmanen
      julievanmanen on 25 Nov 14
       
      This is so true. Again, this reminds us why it is important to think of our audience's needs while preparing for the presentation.
  • Practice your speech and know it cold, so that you can sustain eye contact with your audience while you are presenting
    • julievanmanen
      julievanmanen on 25 Nov 14
       
      "Practice makes perfect." It is so important to know the information and be confident when presenting! An audience quickly becomes distracted when the presenter is not sure of himself/herself.
  • let your passion for your topic come out for all to see.
    • tamela hatcher
      tamela hatcher on 26 Nov 14
       
      This is one of my most valued attributes in a speaker.
  • Many people like the Interlink remote as well.
    • tamela hatcher
      tamela hatcher on 26 Nov 14
       
      I love my radio wave air mouse.
  • a smile can be a very powerful thing.
    • tamela hatcher
      tamela hatcher on 26 Nov 14
       
      A smile can be a GREAT thing for the presenter too.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank. This is useful if you need to digress or move off the topic presented on the slide.
    • tamela hatcher
      tamela hatcher on 26 Nov 14
       
      I had forgotten about this tool.  I am going to use it again.
  • Keep the lights on
    • tamela hatcher
      tamela hatcher on 26 Nov 14
       
      I tried to use dark backgrounds contrasted to light backgrounds in my final presentation so I could see the difference on how they project.
juliefulton

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

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

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