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bkoller86

PLE Articles - 2 views

  • 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.
    • djarends
       
      I like this idea with special education students. I think to have a place where they can find resources to help them is a great idea. I have provided many resources, but since they are not easily available or at least the students feel they are not, the students do not use them. I also like that they choose which ones will be helpful to them.  I can't wait to try this.
  • teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • djarends
       
      A concern for me. I have grown greatly in my skills with technology, but it still takes me time to learn the skills and how to implement into my classroom on top of all the new initiatives that the district is adding to our plates. I'm diving in but concerned. 
    • Denise Tatoian
       
      I agree! It seems as I master something new in the area of technology, something bigger and better takes its place. Hard to keep up with technology in the education world.
    • kbolinger
       
      It is hard to keep up, and it takes time to implement anything new into a classroom, even with students that are pretty techie. In my experience with younger students, most of them need a lot of instruction and guided practice before they feel comfortable working independently.
  • Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • djarends
       
      This is true of all learning resources.We need to teach students how to use the tools we give them or allow them to find. Knowing this will allow me to prepare a lesson(s) on how to use PLEs. 
  • ...18 more annotations...
  • I’ll 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
    • djarends
       
      I like how the author collects feedback on the usefulness of the tool. I have done this many times. As I approach Symbaloo, I will remember to ask students for things that worked for them and concerns. 
    • bkoller86
       
      I would be interested in how many students use Symbaloo on future projects that doesn't require its use. 
  • I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
    • djarends
       
      That is me! I have used Evernotes with students and like it. I have loved using Diigo. I plan on teaching students how to use it. I'm excited to try Symbaloo. Next step, figure out how to implement.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • anonymous
       
      As a higher level Spanish teacher, every year I am trying to incorporate a system or resources that can allow students to go to a deeper and higher level of their language learning. Some students want to go on to minor and become more fluent, while others just want the credit. I'm hoping that a PLE can reach those students to dig deeper to become more fluent and culturally aware!
  • 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 Instructional uses for Symbaloo include using Symbaloo to help learners create: A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge
    • anonymous
       
      I have created quite a few symbaloos and knew it was a cool tool but never knew how to incorporate those into my classes for students to use - I'm super excited to know how to set this up so that they can access my webpage see what they need to do on a daily/weekly basis and then have resources right there to help them do what they need to do. Can't wait to try for fall:)! 
  • 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. You can provide a tile linking to a web page describing a number  of exploratory activities a student will need to engage in, but make the path for accomplishing these activities (e.g., the numbers and types of tiles used) up to the student.
    • anonymous
       
      Love the idea of creating a path for students... could there be a digital checklist also? Teacher could guide students for all class Kahoot game or other challenges. Students can also add a presentation/doc tile to prove their learning - love that, also. Great for project based, research and problem solving activities.  
    • bkoller86
       
      I like the idea of the students having the resources to take responsibility of the learning, and they can review and learn at their own pace. It is like a one stop shop.
  • students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • anonymous
       
      I am very unfamiliar with how to use news feeds and blogs with students - this would be something I would need an inservice for and how it can be put into a language classroom...
    • Denise Tatoian
       
      Me too! I would need training on how to implement in the classroom.
  • 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.
    • anonymous
       
      I can see my students setting up their own symbaloo (I can have them add my webmix to their account!) based on their skills needed to practice or go beyond for Spanish (vocabulary, grammar, culture, then speaking, writing, listening acts, readings)
  • students could demonstrate their learning through their PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction. Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • Denise Tatoian
       
      in some cases will students become more proficient than their instructors, especially in the case of technology?
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • Denise Tatoian
       
      I am inspired by PLEs and what's happening with them in education. I worry about schools who are not 1:1 with technology and/or students who don't have personal devices of their own.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • Denise Tatoian
       
      Teacher's are not experts in all areas. In PLEs they serve as facilitators. I love my ah-ha moments when I learn something new from a student.
    • kbolinger
       
      The teacher's role in student learning looks very different in a PLE, which might be hard for teachers to adjust to.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters.
    • Denise Tatoian
       
      Or if students do not have the skills to manage their PLEs.
    • kbolinger
       
      I imagine there would need to be some prior (and ongoing) instruction for students in regards to internet safety and online ethics. My 3rd graders, who are probably much less connected with social media sites than older students, have had issues keeping their focus on the task at hand. Having access to online tools is great, but it can also be very distracting for my students. It is just too tempting for them to visit YouTube or another "fun" website rather than focusing on the task at hand. This is definitely a management issue that I have faced in the past couple of years.
  • 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.
    • Denise Tatoian
       
      Works great with elementary students. I have seen them in action creating webmixes.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • kkoller
       
      I like this concept of PLE because it allows students to take ownership of their learning. It allows them to go as in depth as they want, and students are able to collaborate on their learning. I see this type of environment being very successful in an upper elementary to high school level classrooms. I worry, however, about lower elementary. I feel as educators we should take those early years to teach the skills needed to prepare students for this type of learning environment. Also to make it clear that learning can happen without technology. Technology is great tool for students to use and a great motivator, but I worry about the hands on experience and building of knowledge through the outside world. 
  • ersonal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • kkoller
       
      Could this open the window of opportunity for students to work with other students in another district on the same concept? Another district in their state, another state, or even country? 
  • 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 today.
    • kkoller
       
      I love this concept because it allows the teachers to give the students a starting point, but plenty of opportunity to organize it and add to it. Students could use this for projects to organize their findings. They wouldn't have to sit there and search through their history. I like the fact that students can access it from any computer. 
    • bkoller86
       
      I could definitely see students using this as a way to visually organize their sources them find on a project. 
  • While it’s easy to create webmixes, you also might want to explore the Symbaloo gallery to find webmixes the Symbaloo community has create
    • kkoller
       
      Symbaloo would be great for students. But how about teachers??? Couldn't we all use this to organize all those sites, blogs, etc. we use on a daily basis? Also couldn't we use this to connect to other teachers who are also trying to adapt their classrooms to this new way of learning? 
  • 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
    • kbolinger
       
      It is important to remember that, while many schools are working in a 1:1 environment, there are still many other schools that have limited access to technology. I would imagine that personalized learning would be much less challenging when there is ample access to technology, as well as professional development for teachers.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • bkoller86
       
      I wonder how you handle classes with a large range of student responsibility and awareness in regards of use of PLEs. I would think it would take a large amount of student training. 
Joanne Cram

Article(s): Self- and Peer-Assessment Online - 1 views

  • increase student responsibility and autonomy • strive for a more advanced and deeper understanding of the subject matter, skills and processes • lift the role and status of the student from passive learner to active leaner and assessor
    • anonymous
       
      So many times teachers spend too many hours planning a process for students to read a learning target. Each student may choose a varied route to achieve a target, it is up to the teacher to facilitate and support the learning toward that goal.
    • Evan Abbey
       
      I'm assuming you meant "reach" a learning target, but if you didn't, I'm chuckling in agreement. I don't think having the class read aloud the target of the day is a great strategy by any means (though one I've observed many times).
  • Students feel ill equipped to undertake the assessment
    • anonymous
       
      YES! It takes a significant amount of time to help student understand how to think about their thinking. But, it is time well worth it because student internalize the process an start to add reflective thinking in conversation or as a natural part of their learning.
  • “Put simply, we see self-assessment as feedback for oneself from oneself.”
    • anonymous
       
      It is important for me to look for success and opportunities for improvement.
    • jbdecker
       
      What am I doing well and why?  What could I improve on and can I make a plan to get there?
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  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • anonymous
       
      That isn't surprising. Its new and could feel threatening.
    • joycevermeer
       
      I wonder if when initially doing self-assessment if some students would almost feel guilty about assessing themselves too positively....even if they feel they did a really fantastic job. That's where rubrics come in, right?
    • Diane Jackson
       
      I think that's why self-assessment really needs to be explained what it is and how it is going to be used. As students use this more, they will become more confident about assessing their progress.
    • Evan Abbey
       
      My personal opinion: I don't feel this can take place in one class. This is a cultural norm that has to be set up over many years in school.
  • elp students develop that all-important ability of looking objectively at their work and then making changes that improve its quality
    • anonymous
       
      This is the life-long skill to develop!
    • joycevermeer
       
      Looking objectively at your own work isn't always easy. Sometimes the more work you put into it the more your think it becomes great and/or the more you struggle with it the more you think it isn't great. Sometimes how objective you are is subjective.
    • Evan Abbey
       
      True. It is hard to separate the quality of the work itself, and the effort you put into the work.
    • Lynn Helmke
       
      These last sentences summarize the article.  Self-assessment does not have to equate with grading.  We need to teach people how to evaluate their own work so that they can make changes for improvement of their work. I feel that at times people are just after the grade.....pleasing the professor....not about learning. 
  • Students individually assess each other's contribution using a predetermined list of criteria.
    • Kathleen Goslinga
       
      It's important to have a "predetermined list of criteria" that has been identified by the teacher. Followed by a practice peer assessment being completed as a group for practice. This will serve as a guide to the student(s) as they begin the peer assessment process for each other.
  • • Focuses on the development of student’s judgment skills.
    • Kathleen Goslinga
       
      Developing good judgement skills of a student takes practice and time. Small group work of 4-5 members on a couple of sample assignments will help in learning how to identify and offer good peer assessment.
    • Evan Abbey
       
      The idea of using some sample assignments as a way to help identify good peer assessment is a good recommendation. I don't think students are naturally good assessers, and this requires practice (and scaffolding).
  • 2) When assignments are low stakes
    • Kathleen Goslinga
       
      I can see peer grading being low stakes in the beginning. However, as students start to become more proficient in their skills the teacher might consider giving them the opportunity to work on a high stakes assignment as well.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally. Before this class their self-assessment efforts were “relatively mindless.”
    • Kathleen Goslinga
       
      Interesting how the students see the value of the self assessment and prior to this class didn't put as much thought into their work.
    • Kristina Dvorak
       
      I agree, I find when I include self-assessment regularly my students are more thoughtful about what they produce.  It is also helpful for me because self-assessment allows students to verbalize their processes.  
  • Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • Kathleen Goslinga
       
      I agree that if a student knows how to effectively complete a self evaluation of their work then chances are they will be able to work more collaboratively in a group situation.
    • Deb Vail
       
      I think I agree here. I have found that for the most part students are usually honest in a self-reflection, especially if they have to provide specific evidence to support their claims rather than just a number. If the self-evaluation is just a number it is often inflated. 
  • Goal setting Guided practice with assessment tools Portfolios
    • Kristina Dvorak
       
      Key elements of self-assessment to keep in mind.  
  • t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline
    • Kristina Dvorak
       
      This sets the tone for the class and helps to avoid some of the disadvantages discussed above.  
    • Lynn Helmke
       
      I think that the steps given in this paragraph are crucial for this process to work.  It is teaching what is expected and guidance how to measure.
  • Rees admitted the guidelines were clearly outlined as to how to grade, and that the grades he received were accurate, yet it was the quality of comments that he felt was lacking,
    • Kristina Dvorak
       
      I have a lot of questions about his process.  Did he provide students with a rubric for grading? Were comments expected?  Maybe students didn't know what to comment on (organization, subject, editing, etc.)  There are a lot of variations that need to be considered.  Also, is this expectation set out at the beginning of the course?  
    • Evan Abbey
       
      These are valid questions. The context could paint an entirely different picture. Hypothetically, though, I can see situations where he would be correct. Commenting can often be lacking, regardless of the strength of the guidelines, given a student's perceptions around how they should critique fellow students.
  • When learners are mature, self-directed and motivated.
    • Kristina Dvorak
       
      Depending on the type of class, peer feedback might not be an expectation of some learners.  For example, in an art course peer feedback is critical, but I wouldn't necessarily want (or expect to give) peer feedback in other courses I have taken.  
    • Evan Abbey
       
      This is very true. Not only subject areas, but different contexts as well. It is harder to be critical when you are simply a classmate; much easier when you are a teammate on a Mock Trial team or a Basketball team, for example.
  • we have a scoring table which where I will evaluate my 3 other group members, and myself
    • scampie1
       
      I guess I would like to know if group members are not alble to resolve problems during the project before it ends. I like the idea of monitoring group chats or discussions and using wikis that allows for some awareness of how groups are working.
  • • Students are involved in the process and are encouraged to take part ownership of this
    • scampie1
       
      If students are involved in determining what they want feedback on and have the opportunity to share what they felt went well, it is more likely feedback from peers will be valued. I have used LASW protocols, for example, and teachers seem to do more collaborative feedback this way. See link: http://www.lasw.org/protocols.html
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance.
    • scampie1
       
      This is a great way to motivate students in a topic. If they can set a goal and you can support them or show how what they are learning will help them meet that goal, students gain in their learning. A bit difficult to do with younger students
    • Evan Abbey
       
      Being able to measure their performance is key. Simply going from a B to an A is a nice goal, but students often don't know how to get there. I had the goal of getting an A in my Renaissance Literature course, and was willing to do whatever it would take to get it, but for the life of me, I couldn't figure out what it would take. The grades were not connected with measurable performance.
    • Joanne Cram
       
      I think that while having goals visible to students to help drive achievement, it is also very effective when those goals are put into measurable conditions that can be graphed and monitored visually. This can be highly motivating.
    • scampie1
       
      When students identify what they did well and what they need to improve, you are provided with information about their understanding of the concepts and criteria.
    • joycevermeer
       
      Yes, the student learns about what the student knows and the teacher learns about what the student knows. It's a win-win situation.
    • scampie1
       
      Specific, measureable, aligned, realistic and timely are parts of a SMART goal if I remember correctly.
    • Evan Abbey
       
      There is some discrepancy. I learned them as Specific, Measureable, Achieveable, Relevent, and Time-Bound. Though I've seen them different in different places.
  • Grading is based on a predetermined process,
    • bgeanaea11
       
      This is important to note- if makes the process clear and meaningful.
  • • Students will have a tendency to award everyone the same mark.
    • bgeanaea11
       
      I feel a clear process and expectations would help with this.
    • Evan Abbey
       
      It can. Though, the term "clear" is not very clear. I've seen peer assessment tasks that are very detailed, but it doesn't mean students can actually provide good assessment. Many see this as something that will potentially make them look bad if they are overly critical... it seems to go against the proverbial Sunday School Lesson of being nice to everyone.
  • This also highlights the need to fully prepare and equip students for their own assessment and for the assessment of others.
    • bgeanaea11
       
      Absolutely!
  • • Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • bgeanaea11
       
      This is key!
  • • Additional briefing time can increase a lecturer’s workload
    • bgeanaea11
       
      As long as it is valuable to the learners I think it should be worth the time;)
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme
    • bgeanaea11
       
      Interesting!
    • joycevermeer
       
      It would be difficult, when you are so used to teachers evaluating your work, to truly assess your own work without thinking about what the teacher might want.
  • They also recommend that teachers share expectations for assignments and define quality.
    • joycevermeer
       
      That teachers share their expectations really makes it self-assessment, not self-grading.
  • There are ways of framing and then using self-assessment
    • ajbeyer
       
      I think this is a good skill not only for the current time and place, but also a skill students can use throughout their life. If they can learn how to effectively and objectively look at their work, they will become better and better at it in all areas of their life.
    • Joanne Cram
       
      I think this is a good case in support of using rubrics- if written correctly, it's a good tool to guide self refelction in a measurable way.
  • The instructor must explain expectations clearly to them before they begin.
    • Travis Wilkins
       
      While this seems obvious and upfront, I can recall some experiences in my undergraduate work where we were expected to complete a peer assessment and this was not at all clear.  It left our conversations to be very dull and not meaningful.  We focused on very superficial things and tried not to say things that would hurt the other's feelings.  If the expectations had been clear it would have made the process much more meaningful.
    • Evan Abbey
       
      I think the word "clear" isn't clear. That may be a bit glib, but it is a throwaway statement to say "Your expectations should be clear". Well, no doubt. But how do you know they are clear? Clear to whom? Luckily, the author backs this up with some other paragraphs below... usually authors leave it at that.
  • Portfolios
    • Travis Wilkins
       
      I see more and more reference to portfolios as students and schools move toward a 1:1 computing environment.  However, often I find that the purpose has not been clearly articulated, and the portfolio essentially becomes a collection of student work similar to the scrapbook that my mother made of my school work while growing up.  Placing the focus of the portfolio on either a self assessment of the process or product helps to provide a context and purpose for the practice.
  • • Encourages students to reflect on their role and contribution to the process of the group work
    • Travis Wilkins
       
      I feel that self assessment done well can be extremely valuable for our students.  It focuses the the process of self reflection and forces the student to constantly look back at the criteria listed for the work to be completed.
  • “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation.
    • Travis Wilkins
       
      Unfortunately, this statement rings very true in my personal experience.  The focus of the professors often seems to be to protect their standing as the expert and power holder.  I often wonder if the constructivist centered work that is starting to take place in our K-12 institutions is impacting what is happening at the next level.
  • There are many options still to be explored. Time will tell.
    • Travis Wilkins
       
      With the growth of MOOCs as well as other online learning options I see this as an area that will certainly continue to change and grow over time.  While both peer and self assessment may offer specific challenges in the online course world, I do believe they can have a place in assessment.
  • critically review their own work with an eye for improvement.
    • Travis Wilkins
       
      I think this is a crucial point in the process of self-assessment.  the purpose must be viewed as a process for improvement.  If the objective is complete upon grading, the self - assessment will be of little value.
    • Diane Jackson
       
      I agree that this is a crucial point. It is about the process for improvement. I take classes now for the knowledge not the grade. It puts a whole new spin on the learning and wanting to improvement my practices, etc.
  • identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Deb Vail
       
      This is so true. I hate to admit it, but I think I was too focused on making sure that the assessment took into account each member's contribution more so than did each student meet the target or goal. I wonder if it's because I was always one of the heavy lifters in all projects. I wanted to be sure that my grade didn't suffer because of those that didn't care. I suspect my approach to assessing group work was influenced unduly by my past experiences as a student than sound pedagogy.  
    • Lynn Helmke
       
      Question: Couldn't the teacher "see" who has participated in the group work by using the instructor's tools for the online platform?  Why use peer assessment for a grade?
    • jbdecker
       
      I see the reasoning behind this peer assessment but I never liked it as a student and I have had a hard time even giving part of a grade on group projects based on peer evaluations so I have generally steered clear of using them in this way.
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy. I wonder if the concept of peer evaluation is exclusive to higher education institutions in the USA? In considering the 
    • Deb Vail
       
      I agree. I have never been satisfied with efforts at peer assessment. I love the idea of it, but I never got the desired results. I suspect I did not do enough modeling. 
  • Though, my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation. I do 
    • Deb Vail
       
      I have to agree here. This has more of a punitive feel to it rather than providing an incentive for positive behavior. 
  • A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • Deb Vail
       
      A well-written rubric provides guidance for what the end result should be, but it doesn't do much to ensure that the group works well together to accomplish this goal. Often, it just indicates what the heavy lifters have to do.
    • joycevermeer
       
      More than anything else I have learned this through this course...that well-written rubrics are so important! I thought that before, but now as we look at self and peer assessment I see it as absolutely critical.
    • Evan Abbey
       
      Deb, you really have a good point. Rubrics for group work in of themselves do not ensure that everyone is doing their part.
  • • Students feel ill equipped to undertake the assessment. Preparing students for self or peer assessment
    • Deb Vail
       
      I have found that the more students practice assessing other pieces of writing, the better informed they are as to the what quality work looks like. They are better able to assess it in others' work as well as their own. However, often there doesn't seem to be enough time to devote to this process. It is so worthwhile but very time consuming. 
    • Diane Jackson
       
      I agree with you Deb. It is so worthwhile but it takes time. In order to get better they need practice and guidance. I do think student engagement and responsibility for own learning will outweigh the time involvement in the long run.
  • hange to one of facilitator.
  • the ultimate expression of individualism
    • joycevermeer
       
      n education we are always talking about the individual...doing individual child planning...working individually with students....valuing the thoughts of the individual...etc. This is a good point. Peer evaluation is the ultimate expression of individualism.
    • Evan Abbey
       
      I'm not sure I understood what the author was trying to get at with this section. Whether peer evaluation is considered "individual" or "collective" is beside the point to me.
  • “Most group work is assessed by giving every individual the same grade for a team effort. However this approach runs counter to the principles of individual accountability in group learning…. difficult to determine the individual grades for work submitted by the group.”
    • joycevermeer
       
      This is true as well. Maybe peer assessment isn't so individualistic. How can an instructor possibly know exactly how much an individual contributed to the group work. There are ways of making it look like you're a team player, when maybe you aren't....moreso with online learning I would think.
  • a team grade AND a grade allocated for the peer evaluation, the latter usually accounting for a small percentage of the total assignment.
    • joycevermeer
       
      This seems right to me.
  • the ability to self-assess skills and completed work is important.
    • Diane Jackson
       
      This is an important part of career readiness, being able to self-assess. In my work career I am constantly reflecting on my own work, what I need to know more about and how I can improve the process and/or the final product.
  • Encourages student involvement and responsibility.
    • Diane Jackson
       
      If we want students to be engaged and responsible for their learning, self-assessment is a great start. Students monitor their progress and contribute to their learning goals.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Lynn Helmke
       
      These last sentences summarize the article.  Self-assessment does not have to equate with grading.  We need to teach people how to evaluate their own work so that they can make changes to improve their work. I feel that at times people are just after the grade.....pleasing the professor....not about learning. 
  • Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Lynn Helmke
       
      Question: Couldn't the teacher "see" who has participated in the group work by using the instructor's tools for the online platform or asking for entrance into the google doc process?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component
    • Lynn Helmke
       
      Personally, I like self-evaluation better than peer- assessment.  With peer-assessment, other participants may not know why a peer has not contributed at all or minimally to a group project. Maybe there was a good reason.  Also, I still don't like a group grade. What I have seen is that a few people carry the load of the work.
  • Yet there are times when it won’t work, this is where I agree with Professor Rees, the situations where students do need detailed and constructive feedback from an instructor, or mentor that is qualified.
    • Lynn Helmke
       
      I agree with this statement.  When I am paying for a graduate course, I want feedback from the person who knows more than I know about the subject. Peer review is fine, too, but the instructor needs to step in when information/insight needs to be added to the discussion.
  • t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • ajbeyer
       
      This is exactly what needs to happen in order for assessment to be outlined explicitly in a class. It's crucial to teach these steps to students in order for the assessmets (both peer and self) are done well.
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Lynn Helmke
       
      I think that the steps given in this paragraph are crucial for this process to work.  It is teaching what is expected and guidance how to measure.
  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required. This phenomenon was referenced in several other research studies within the paper. I suggest another group be added to the mix besides the loafers— students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • jbdecker
       
      I can see where this could be a major problem in a large open course with peer grading in anonymity.  I don't see the social loafing problem to be one that I would deal with in a online class with 20-30 students using a LMS like Moodle or Canvas where expectations have been set up, models have been provided and scaffolding of skills has been completed prior to a peer evaluation.
  • When learners are at a similar skill level
    • jbdecker
       
      I can see where this could be an issue that an instructor would have to use scaffolding to overcome prior to having the students complete peer grading. 
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process.
    • jbdecker
       
      I guess I should have read this part before I commented above.  I am thinking about this article from my perspective as a High School teacher.  I would never expect to use peer grading without first providing instruction and assessing student readiness to handle the process.
  • It seems like the kind of skill that should be addressed in college.
    • jbdecker
       
      Couldn't it start much sooner than this?  If it is a skill that is acquired with practice and developed with feedback why wait until college? Being able to look at criteria and critically assess your own performance could and should happen much earlier than college.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • jbdecker
       
      Requiring students to self-assess and submit it with their work makes so much sense. We work on creating rubrics so that the students know the criteria that they are trying to meet with their performance why wouldn't you require the students to self assess against this same rubric. To be honest though this is something that I have rarely done.  I have reminded students to reference the rubric provided but I haven't let them know early on that they would be required to submit a self-assessment using the rubric.  This is something that I am eager to try with my students in the near future. 
  • that is well crafted to include focused self reflection questions)
    • jbdecker
       
      I like this idea. Have each student provide evidence for the work they have completed in their group.  Providing this self evaluation at the front end of a group project may spur more participation if each student knows they will be responsible for providing answers to these questions to the instructor.
  • Students can also benefit from using rubrics or checklists to guide their assessments
    • criley55
       
      Highly important when having students evaluate themselves or others!
    • Joanne Cram
       
      This also helps students know what is expected of them.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive
    • criley55
       
      I completely agree with this - if it is not an environment of mutual respect, you can't expect that they will give each other honest open feedback. Students will be guarded and not open to others opinions.
  • For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor.
    • criley55
       
      I remember doing these in school and while it is a way for students to consider setting goals, it makes me wonder if it's the best idea because shouldn't all students be aiming for an A?
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment
    • criley55
       
      Some students come by this naturally but most need very specific examples and guided practice. There are many students who have never "failed" at anything so wouldn't be able to accurately assess themselves.
    • Joanne Cram
       
      In working with the special education population of teachers and students, this is a key point. If we don't explicitly teach the objectives we hope to achieve, there's a strong correlation for failure.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas
    • criley55
       
      I like the use of portfolios if they are truly a story of the students' work showing growth over time and not just items selected by the teacher to showcase what they think parents want to see.
  • Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term.
    • Nicole Wood
       
      I definitely feel that peer assessment can be powerful, but only if students are taught the process and given opportunities to practice with teacher guidance. Student comfort level and trust in their group are also key. I think it takes the teacher carefully considering personalities and ability-level while also supporting teams to establish these groups. I also like the idea of students staying with the same team all year to help establish this comfort level. I would be interested to see different models of what peer assessment looks like in primary grades.
  • In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Nicole Wood
       
      I do believe that goal setting is motivational for students. I found even in the primary grades students took more ownership in their learning when they set their own goals. They often needed support with forming SMART goals, but the idea came from them and they felt confident talking about their goal.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work
    • Nicole Wood
       
      I found students frequently put more effort into their work when they knew they would be self-assessing. By providing them with the rubric or criteria that I would be evaluating their work with and having them complete it first, they were much more focused on the quality of their work. In the primary grades, it could be as simple as a check list with pictures to prompt them for what to look for in their work. It also opened the door for discussions on their work because I could ask them how they came up with their marks.
    • ajbeyer
       
      I think that a lot of times, students can be harder graders on themselves than a teacher is on them. They have gone through the ups and downs of the assingment and know where they weak points are. The hardest critic is always yourself.
  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • Nicole Wood
       
      I was initially very hesitant over the idea of peer evaluation, but did like the idea of the evaluations being averaged and anonymous. I still feel as though instructors could get a good idea of the participation level for different members through the use of some online tools.
  • The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project.
    • Nicole Wood
       
      I really like the idea of self-evaluation, especially for adult courses. I often feel that adults typically are truthful about their level of contribution. If the evaluation form or reflection is phrased well, it can also lead the adults to be more honest about what they actually contributed to the group project. Self reflecting also can help them change their future behavior within group projects.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time
    • ajbeyer
       
      Portfolio assessment is a great way for students to gain a better understanding of what they have learned and their progress over time. It's better than a 1 time snapshot test assessment. It's a great way for students to see that progress has been made.
    • Joanne Cram
       
      A portfolio is only as effective as the instructor makes it. If it is just a means of " turning something in"- then it will not be valued, utilized, nor looked at by the student. If a portfolio is used as a basis for comparison of learning and progress made, it can be highly effective.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant
    • ajbeyer
       
      I know that I benefit from seeing what is effective and what is not effective, so I am sure students are the same way. It helps me realize to what level I need to work and what is expected of me. Showing students good and not good examples can also help them review their orwn work better too.
  • Group work can be more successful when students are involved in developing the assessment process.
    • ajbeyer
       
      When students are involved in their grading process they feel like they have a stake in it. When they feel like they have a part of it, they feel like they need to achieve higher in order to meet the stakes they have helped set. They can be very good, but not used all the time.
  •  
    " increase student responsibility and autonomy * strive for a more advanced and deeper understanding of the subject matter, skills and processes * lift the role and status of the student from passive learner to active leaner and assessor"
  •  
    " increase student responsibility and autonomy * strive for a more advanced and deeper understanding of the subject matter, skills and processes * lift the role and status of the student from passive learner to active leaner and assessor"
tvalline

Articles: Presentation "Awakening" - 5 views

    • medidiigo
       
      And all this time I thought it was just my own inability to stay focused...No wonder we begin to "zone out" when someone reads their slides to us.
  • PowerPoint is a medium
    • medidiigo
       
      a very valid point. It is, afterall, only a tool. It is how we choose to use the tool that really matters. A challenging and freeing thought.
    • nathanjenkins
       
      Yes.  I could have benefited from a quick course a long time ago.  I believe sometimes we are too caught up in learning the tool and lose the meaning behind it.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time.
    • medidiigo
       
      No wonder I have felt frustrated when a presenter is reading his bullet points to the group. This explains our tendency to mentally "check out" after about the third slide full of text.
    • nathanjenkins
       
      I am guilty of this presenter fault.  No wonder my students seemed to check out.  Even after I gave them a sheet to follow along and take notes.  It would have been much better if I didn't say anything at all and just let them read and write the information.
  • ...26 more annotations...
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
  • Talking about pollution in Houston? Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works
    • medidiigo
       
      A picture is worth a thousand words. It's time we tap into the power of the emotional connection in our presentations. Students and colleagues will remember major points because they are connected to an emotionally charged visual image.
  • Once a younger worker hears the story of what happened to the poor guy who didn’t wear his hardhat on the factory floor, he never forgets the lesson (and he never forgets to wear his hardhat). Stories get our attention and are easier to remember than lists of rules
    • medidiigo
       
      I love this example. It does a good job of emphasizing the importance of using stories. The story in this example was much more effective than a memo because it struck a chord with the listener who was able to visualize the consequences of not heeding the warning.
    • nathanjenkins
       
      I really enjoy the push for storytelling in this article.  I find the lack of storytelling in our school system one of the great demises.  Everyone craves a good story, everyone needs a good story.  Many cultures thrive on storytelling as one of their main forms of education.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
  • “Curse of Knowledge.” The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious. The six principles—SUCCESs—are your weapons, then, to fight your own Curse of Knowledge (we all have it).
    • medidiigo
       
      So they are saying that we assume that our audience understands background knowledge at the same level that we do. Isn't it true that we don't want to bore people with information that they already know? Seems like a fine line...
  • it is more effective to target both the visual and auditory processors of working memory
  • One of the components for creating sticking messages is story
    • merle64
       
      Absolutely true!  Our whole lives are a series of stories, with universal truths and we not only reveal ourselves through sharing our stories, we help others feel understood, too.  Wrap a difficult, abstract concept in a story, and you've just created a connecting experience for the audience.  It takes discernment, however, to recognize the stories that communicate our message the very best.
    • tvalline
       
      In addition, we need to make sure these stories are relevant and concise as possible so we don't lose our audience in the details.
  • Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone.
    • merle64
       
      A master at this is author and speaker Patrick Lencioni.  His presentations are filled with creative visuals and funny, informative, research-based content that make a person think in new ways.
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
    • merle64
       
      I love this!  It is both a gift and an art to be able to successfully help people understand "why you're excited, sad, etc."  And it can't be manufactured--it has to be at least somewhat organic in that the presenter truly has to believe in what he/she is communicating, and see purpose driving it. The audience can perceive inauthenticity quickly.
  • If you believe in your idea, sell it. Make your point as hard as you can and get what you came for. Your audience will thank you for it, because deep down, we all want to be sold.
    • merle64
       
      I would add that some people, depending on their personality, "buy in" easier than others.  Some are intrinsically skeptical at first--and it's a slower process to form a connection with the speaker. Our history also has something to do with this.  If we're used to long-winded, uninteresting speakers, we may form a initial resistance against any presenter.  That makes the presenter's job an even more complex (but fascinating!) challenge.  
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • merle64
       
      This is a challenge!  When I'm working with elementary students on writing lessons, I've used real rough drafts of some of my picture book manuscripts to show the evolution from rough draft to finished picture book.  Lots of text, with me reading. If I'm most honest, it's also the time in the presentation when I feel like I'm losing their attention.  I amp up my theatrics, but that's not enough.  There has to be a better way to show visually  how making changes to a rough draft can dramatically improve the text.  
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)If all you want to do is create a file of facts and figures, then cancel the meeting and send in a report.
  • Cognitive load theory
    • Joe Brekke
       
      I'm excited to learn more about this. 
  • Most of us know intuitively (or through experience) that presenting to an audience with text-filled slides does not work, but others — your boss perhaps — may need more convincing.
    • Joe Brekke
       
      With the abundance of district-led presentations we must suffer through each year, it seems that this class should be part of every administrative credential program.
  • Communication is the transfer of emotion.
    • Joe Brekke
       
      This is crucial. I've rarely been moved by an all-staff presentation. A few times, at national conferences with polished speakers, I've had moments of emotional connection. But it is too rare. 
    • marydirksen
       
      First things first. Create emotion to engage the brain.
    • tvalline
       
      Exactly.  Emotion creates connection and this promotes retention.
  • Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data.
    • Joe Brekke
       
      Last year, in the course "Examing: Teaching with the Brain in Mind," we learned this was not true. We were told the brain is not divided into hemispheres as previously thought. The entire brain is working together at the same time. It was a great class, and it is having a profound impact on my teaching (and learning!). 
  • Bullets Are For the NRA
    • Joe Brekke
       
      I love this!
  • “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.”
  • Surprise people.
    • Joe Brekke
       
      This is so risky! I love people who take risks!
  • First, make yourself cue cards.
    • marydirksen
       
      This is where I need to start creating power points for my audience and NOT just so that I can keep track of my content
  • Second, make slides that reinforce your words, not repeat them
    • marydirksen
       
      Obvious , but true.
  • its essential meaning
    • marydirksen
       
      We all want this. Get to the point!
  • real things
    • marydirksen
       
      That's how we learn, by introducing new ideas with context.
  • No dissolves, spins or other transitions.
    • tvalline
       
      Good to know.  I always thought this helped keep the interest of my audience.  I guess the interest would be on the transition and not on what I'm trying to get them to learn.
  • It is not enough to take people through a laundry list of talking points and information on your slides; you must make them feel something.
    • tvalline
       
      This gets to the root of making information stick.  We must appeal to emotion.  
  • people can not read and listen well at the same time
    • tvalline
       
      This is a key point I think presenters, including myself, often forget.
Mary Overholtzer

ollie1: Iowa Online Teaching Standards - 0 views

    • Monte DeArmoun
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Deon Wingert
       
      I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
    • Tim Hadley
       
      Plus.... no papers to carry home!
  • Has experienced online learning from the perspective of a student
    • Monte DeArmoun
       
      If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
    • Bob Pauk
       
      This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
    • crjessen44
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • david moeller
       
      Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
    • anonymous
       
      I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
    • Deborah Ausborn
       
      I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
    • Kathy Hageman
       
      We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
    • mhauser
       
      This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
    • Jessica White
       
      Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
    • Mary Overholtzer
       
      I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Monte DeArmoun
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Bob Pauk
       
      I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
    • Monte DeArmoun
       
      Is there a particular brand/kind that you use?
    • Tresa Zaragoza
       
      I have clickers, but I am a little weak on using them.
  • ...50 more annotations...
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • Mary Trent
       
      It is difficult to develop assessment tools that show this kind of learning growth with technology without it being more of a lab setting with a control group. I haven't found anything real practical yet that is reliable.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Mary Trent
       
      I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
    • Bob Pauk
       
      This is always a challenge. We have done training on this for years.
    • crjessen44
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Ashley Weaver
       
      I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
    • rcordes1961
       
      Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
    • Cassie Gruman
       
      I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
    • Bob Pauk
       
      I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
    • Shirley Horstman
       
      I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
    • Mary Overholtzer
       
      Again, moderation in all things is key for learning and building relationships.
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
    • rcordes1961
       
      Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
    • Deon Wingert
       
      Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
    • Ashley Weaver
       
      I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
    • anonymous
       
      I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
    • Nancy Peterman
       
      I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
    • rcordes1961
       
      Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
    • Mary Overholtzer
       
      I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
    • Mary Overholtzer
       
      Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Deon Wingert
       
      I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
    • anonymous
       
      I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
    • Amy Burns
       
      I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
    • rcordes1961
       
      Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
    • mhauser
       
      I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
    • Chip Bishop
       
      Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
    • Victoria Guilliatt
       
      I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Tim Hughes
       
      This could be difficult for an animated personality, where actions speak as loud as words.
    • anonymous
       
      I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
    • anonymous
       
      I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
    • Tim Hadley
       
      This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
    • Mary Overholtzer
       
      It's the relationship variable.....do we care enough to reach out?
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Bob Pauk
       
      I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
    • Tim Hughes
       
      I must agree. It is starting to get out of hand
    • Deborah Ausborn
       
      Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
    • Steven Petersen
       
      This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
    • Mary Overholtzer
       
      I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
  • Selects and uses technologies appropriate to the content that enhance learning
    • Ashley Weaver
       
      I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
    • rcordes1961
       
      Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
    • Laura Eklund
       
      This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
    • Joleen Louwsma
       
      I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
    • Jeffrey Haverland
       
      Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
    • David Olson
       
      I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
    • Melissa Hesner
       
      I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashley Weaver
       
      Critical piece when working with young adults in this media age!
    • Chip Bishop
       
      I would agree, and add that teachers also, to be reminded of what is appropriate. You see all too often where a teacher is being accused of inappropriate behavior while use social media sites.
  • ensure academic integrity
    • Ashley Weaver
       
      It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
    • Shirley Horstman
       
      Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
    • mhauser
       
      Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • david moeller
       
      this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
    • Matt Tracy
       
      Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
    • April Tidwell
       
      I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
  • Assists students with technology used in the course
    • Laura Eklund
       
      With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
    • Deborah Ausborn
       
      I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
    • hollysoby
       
      I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Julia Schreckengast
       
      Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
    • Joleen Louwsma
       
      I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
    • Kathryn Christensen
       
      I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
    • Jeffrey Haverland
       
      Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
    • Lynne Devaney
       
      My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
    • Boyd Card
       
      Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
    • Julia Schreckengast
       
      Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
    • Lynne Devaney
       
      Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
  • informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Matt Tracy
       
      I wish the students were aware that privacy was okay and they don't have to share everything. This is a huge issue with the technology now available.
  • Maintains an online social presence that is a
    • Joleen Louwsma
       
      I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
    • Kathryn Christensen
       
      I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
    • Cassie Gruman
       
      I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
    • Steven Petersen
       
      Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
  •  Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
  • Communicates with students effectively and consistently
    • Kathryn Christensen
       
      Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
    • mhauser
       
      I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
    • Deb Ritchie
       
      An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
  • encourages collaboration
    • Kathryn Christensen
       
      Great to see so many tools for problem solving with a partner (no matter what you teach)!
    • Amy Kemp
       
      I agree.  I feel it is very important to have that learning community to allow the students to collaborate.  Let's face it, the less we say, the more they learn!
  • including student-teacher, student-student, and student-content
    • Cassie Gruman
       
      With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
  • including rubrics for student performances and participation
    • Cassie Gruman
       
      My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Cassie Gruman
       
      My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
    • Nancy Peterman
       
      I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
    • Kathy Hageman
       
      The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
    • Boyd Card
       
      Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
    • April Tidwell
       
      I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
    • Mary Overholtzer
       
      I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
    • Mary Overholtzer
       
      As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • Jeffrey Haverland
       
      This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
    • Boyd Card
       
      As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
    • Melissa Hesner
       
      Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
  • • 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)
    • Jeffrey Haverland
       
      This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
    • Steven Petersen
       
      This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
    • Jessica White
       
      I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
  • Knows and aligns instruction to the achievement goals
    • Shirley Horstman
       
      To maximize knowledge the subject area content must be aligned to the goals. Assessment must also be aligned!
  • Understands and uses data from assessments to guide instruction
  • Provides substantive, timely, and constructive feedback to students
    • Deborah Ausborn
       
      I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
    • Boyd Card
       
      Timely feed back is very important. It allows students to grow with direction.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • Lynne Devaney
       
      While I do not have any experience of any kind in the online teaching world, Evan may know, what does conflict look like between students in the online world?
  • 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
    • Kathy Hageman
       
      I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
    • Boyd Card
       
      I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
    • hollysoby
       
      I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathy Hageman
       
      Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
    • Heather Gould
       
      I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
  • appropriate for online learning
    • anonymous
       
      What would be examples of 'multiple assessment instruments here? Does this refer to typical rubrics?
    • Deb Ritchie
       
      Hmmm. Using moodle there could be an on-line multiple choice test, a blog entry, and insightful forum posts. Would those be multiple assessment instruments?
  • instruments
    • Tresa Zaragoza
       
      Not everyone learns the same so this is a very important part of any teaching.
  • Aligns assessment with course objectives
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • April Tidwell
       
      This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
    • Mary Overholtzer
       
      I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
  • interaction
    • April Tidwell
       
      I'm amazed how kids seems to interact more on line then they will in class. I hosted a chat during a class period and kids that never raise their hand in class were contributing and even leading the discussion. I thing online learning helps this generation connect in a learning community.
  • age and ability level
    • Heather Gould
       
      In the research I've read about age and ability level, I was surprised to learn that an instructor cannot assume that the young are tech savvy and older participants will struggle with technology. There is no research to support this, as sometimes just the opposite is the case.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • hollysoby
       
      I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
    • Tim Hadley
       
      You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
  • multiple assessment
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • Amy Kemp
       
      In Math, choosing the appropriate resource is critical as it is in any course.
    • Jason Gomez
       
      This is going to be hard; knowing how to grade it? I hope there is a rubric that is easy to follow.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Tim Hadley
       
      If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
    • Mary Overholtzer
       
      I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Victoria Guilliatt
       
      I want to be able to use the new information I learn in the this class and apply it to my library classes that I teach in the elementary.
    • Victoria Guilliatt
       
      I plan to use the knowledge I gain from this class with my students.
  •  Is knowledgeable and has the ability to use  computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Jason Gomez
       
      This could take a while for me; I'm still learning how to do this stuff let a lone plan, design, & incorporate. I can already see there will be a lot of trial & error this coming year
  • Iowa Core
    • Mary Overholtzer
       
      There is so much to learn about the Iowa Core. I'm so glad there is a great deal of exposure within this class.
  • multiple intelligences
  • constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Mary Overholtzer
       
      All these theories will bring a better understanding to educators when it is worked into our vocabulary.
  • community
  •  
    See title
Angie Graham

ollie1reppert: Iowa Online Course Standards - 0 views

    • Sandra Campie
       
      Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
    • Brian Sauerbrei
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I believe that technology will force teachers to step out of their comfort area.
    • Angie Graham
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
  •  
    Instructions for setting up a course
  •  
    Instructions for setting up a course
  •  
    Instructions for setting up a course
juliefulton

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

  • Tocqueville’s observations
  • A suffix can change everything
    • lisalillian311
       
      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
       
      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
       
      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
       
      Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning. 
    • marydermit
       
      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
       
      This is always an issue. Making sure everyone is on the same page.
    • lisalillian311
       
      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
       
      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
       
      This will be a big challenge getting everyone on board.
    • kainley
       
      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
       
      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
       
      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
       
      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
       
      This sounds like more of the same unless PL stakeholders and teachers are involved in the R&D.
    • katie50009
       
      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
       
      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
       
      PD is vital for teachers.  If left out it will not be good for anyone most of all the students.  
    • spfantz
       
      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
       
      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
       
      This quote really helped me to understand more of what we are learning about. 
    • alissahansen
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I agree the online programs are just classroom lectures put on the computer and are more of the same. 
    • jroffman
       
      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
       
      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
       
      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
       
      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
       
      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
       
      "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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
    • nwhipple
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      (last comment was from Alissa Hansen)
    • jenniferlb
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything. 
    • lisa noe
       
      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
       
      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
       
       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
       
      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
       
      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
       
      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
       
      Maybe the idea of grading needs to be evaluated.  Even standards based grading does the same thing.  
    • ahawthorne
       
      This is always a difficult. How do we address this?
    • lisalillian311
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Not every subject lends itself to technology, such as science, which requires hands-on lab work.
    • moodyh
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
    • jillnovotny
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I think this is a great quote that truly shows just how contradictory our world is! And especially with education. (Alissa Hansen)
    • principalchris
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
hansenn

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

  • we ought to illicit student input when constructing rubrics
    • leighbellville
       
      Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input.
    • bbraack
       
      Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed.
    • dykstras
       
      This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them.
    • Kim Foley-Sharp
       
      I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc.
    • carlarwall
       
      Building autonomy in our students and promoting learner agency! What a novel idea.
    • brarykat
       
      Great idea but realistically when would any teacher have time to gather input?  Could it be through exit tickets?  I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input.   
    • staudtt
       
      I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were.
    • Jen Van Fleet
       
      As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
  • dehumanize the act of writing
  • At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • leighbellville
       
      The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
  • ...67 more annotations...
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • bbraack
       
      Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
    • jhazelton11
       
      True. If students could accurately self-assess, their end-products ultimately become stronger.
    • stephlindmark
       
      This is when the true spirit of education come through when there is self reflection and self assessment occurs.
    • carlarwall
       
      The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
    • dassom
       
      I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level.
    • blockerl
       
      I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
  • produced less interesting essays when they followed the rules [as outlined in a rubric]
    • bbraack
       
      I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
    • krcouch
       
      I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items.
    • staudtt
       
      My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
    • leighbellville
       
      Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
    • stephlindmark
       
      I really like that this emphasizes that the rubric be free from educational jargon.
    • carlarwall
       
      Student friendly language is key if we want the student self reflection to happen.
    • Mike Radue
       
      I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
  • an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • bbraack
       
      I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
  • Can different scorers consistently apply the rubric?
    • brarykat
       
      I hadn't considered this being an issue until our small group assignment this week.  I've only used rubrics in isolation.  Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
    • leighbellville
       
      Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
  • stultifying and others see as empowering.
    • Heather Whitman
       
      First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this.
    • stephlindmark
       
      I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
    • Kim Foley-Sharp
       
      Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
    • emmeyer
       
      Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time.
    • blockerl
       
      I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
    • trgriffin1
       
      I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
  • post-secondary educators in all disciplines
    • Heather Whitman
       
      I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
    • nickol11
       
      I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that.
    • dykstras
       
      Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
  • current goals of solving real problems and using statistical reasoning.
    • Heather Whitman
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
    • lisamsuya
       
      That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
  • The issue of weighting may be another area in which you can enlist the help of students
    • Heather Whitman
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
  • “Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
    • jhazelton11
       
      As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
    • brarykat
       
      I see how beneficial rubrics can be in "meaningful" assessment.  It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.  
    • trgriffin1
       
      I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
  • (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • jhazelton11
       
      We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
    • stephlindmark
       
      Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
  • one rubric can be used to assess all of the different papers assigned in a freshman composition course.
    • jhazelton11
       
      We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
    • krcouch
       
      I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
    • emmeyer
       
      I agree, it is nice to have the common rubric that makes all expectations the same.
  • Does the rubric relate to the outcome(s) being measured?
    • jhazelton11
       
      In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  • non-judgmental:
    • jhazelton11
       
      rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  • system designed to measure the key qualities
    • stephlindmark
       
      The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
    • srankin11
       
      Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
  • actually learned rather than what they have been taught
    • stephlindmark
       
      This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
    • dassom
       
      Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
  • help instructors in all disciplines
    • stephlindmark
       
      A beauty about Rubrics is they can be utilized in all content areas for all educators.
    • Kim Foley-Sharp
       
      and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
  • traditional gap between what the teacher knows and what the student knows
    • stephlindmark
       
      This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
  • Well-designed rubrics
    • stephlindmark
       
      As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
  • But she did it without saying anything coherent
    • stephlindmark
       
      I would say this student was not given a well written rubric.
    • staudtt
       
      Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
    • Jen Van Fleet
       
      Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
    • Kim Foley-Sharp
       
      Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
  • mitagate both teacher bias and the perception of teacher bias
    • stephlindmark
       
      Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
    • emmeyer
       
      So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
    • dassom
       
      I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
    • brarykat
       
      In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
    • blockerl
       
      The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
  • achiev[ing a] new vision of statistics education.
    • nickol11
       
      This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
  • a clear understanding of how rubrics operate
    • nickol11
       
      I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
    • emmeyer
       
      I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
  • wrote poorly when writing, as we might say, to the rubric
    • nickol11
       
      Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
  • Do the students find the rubric helpful?
    • nickol11
       
      I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
  • shared with students prior to the completion of any given assignment
    • hansenn
       
      I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF:
    • dykstras
       
      I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
    • krcouch
       
      I agree completely. I think the kids should know ahead of time what the expectation is.
  • reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • hansenn
       
      As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
  • students to simply make sure their essays have those features
    • hansenn
       
      Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • lisamsuya
       
      Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
    • hansenn
       
      Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
  • given their association with standardized assessment
    • dykstras
       
      Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
  • formulaic writing
    • dykstras
       
      Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
  • “checksheets.”
    • dykstras
       
      There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
    • Jen Van Fleet
       
      I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
    • trgriffin1
       
      I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • dykstras
       
      This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
  • Focus, Support, Organization, Conventions.
    • dykstras
       
      Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
  • Weighting
    • dykstras
       
      I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
  • Modify accordingly
    • dykstras
       
      As should be the case with anything we do as professional educators.
    • jwalt15
       
      I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
  • that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
    • krcouch
       
      I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
    • stephlindmark
       
      I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
  • ‘some rubrics are dumb.’” He recounts,
    • stephlindmark
       
      I would say to that, it was a poorly written rubric is it is "dumb".
  • Usually a numerical value is assigned to each point on a scale
    • stephlindmark
       
      This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
  • vital to the process and/or product of a given assignment,
    • carlarwall
       
      When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
    • staudtt
       
      I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
    • jwalt15
       
      I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
  • rubrics to both assess and encourage student learning.
    • carlarwall
       
      This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
    • dassom
       
      I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
    • trgriffin1
       
      I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • carlarwall
       
      Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
  • rubrics should be used in conjunction with other strategies
    • carlarwall
       
      So important to remember that rubrics are not the only way to provide feedback to students.
    • srankin11
       
      True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
  • some educators see
    • dassom
       
      I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
  • become wooden
    • dassom
       
      This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
  • With your colleagues
    • dassom
       
      This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
  • different levels of that “deep learning”
    • brarykat
       
      The examples of why rubrics haven't been appreciated mainly boil down to poor design.  I like this statement because it shows the flexibility of rubrics.  The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
  • different
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • Mike Radue
       
      When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
    • srankin11
       
      In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
    • tifinif
       
      I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors.
    • Mike Radue
       
      Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments
    • Mike Radue
       
      I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
  • problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • staudtt
       
      This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
    • srankin11
       
      I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
  • weight dimensions differently
    • staudtt
       
      I need to figure out a way to do this within our standards based grading system.
  • increases the likelihood of a quality product
    • srankin11
       
      It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
    • trgriffin1
       
      Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
  • description of the work rather than judgments about the work.
    • lisamsuya
       
      Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
  • we need a rubric to judge our performance—
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • jwalt15
       
      This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • tifinif
       
      I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
    • tifinif
       
      Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
  • teacher
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internaliz
    • tifinif
       
      I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
  • Can students and parents understand the rubric?
    • jwalt15
       
      It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
  • to assess our rubric
    • blockerl
       
      I agree. When we make these rubrics, we do need to discover its effectiveness.
  • “red” or “reddish,
    • trgriffin1
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
trgriffin1

Article(s): Self- and Peer-Assessment Online - 1 views

  • Encourages student involvement and responsibility.
    • hansenn
       
      I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
    • krcouch
       
      Agreed. Students learn more and care more when they are in charge of your learning.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • hansenn
       
      Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
    • carlarwall
       
      Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
    • jwalt15
       
      Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
  • Students feel ill equipped to undertake the assessment.
    • hansenn
       
      You would have to teach students how to assess the work. I would work through an example with the class before having students grade others.
    • dassom
       
      I agree teaching the students wil help, also providing them with a checklist or specific things to look for would help with this.
  • ...90 more annotations...
  • shirking’ their responsibilities by having students undertaking peer assessments.
    • hansenn
       
      The teacher would explain they are still going to grade the project, but the students are working together to improve the project before it is turned in for a grade.
  • It is considered fair by some students, because each student is judged on their own contribution.
    • hansenn
       
      This is the only way to assess group work, or you will have some students in the group not doing work. Sometimes you have where students do not let others participate.
  • When learners are mature, self-directed and motivated.
    • hansenn
       
      This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
    • jhazelton11
       
      Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
    • dykstras
       
      Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
    • Kim Foley-Sharp
       
      I think that this can sometime be a challenge with adults as well!
    • carlarwall
       
      I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
    • hansenn
       
      The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
    • dykstras
       
      I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
    • Kim Foley-Sharp
       
      What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
    • blockerl
       
      Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
  • determined that students involved in peer review perform better academically than peers graded only by their instructors
    • lisamsuya
       
      And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
    • blockerl
       
      I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
    • stephlindmark
       
      I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
  • feedback from an instructor, or mentor that is qualified
    • lisamsuya
       
      This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
    • blockerl
       
      Yes! At least in high school, many students need the teacher to provide them with additional feedback.
  • review their own work with an eye for improvement
    • lisamsuya
       
      How do we as instructors help students to understand that revising or self-assessment is just a means towards improvement and not a step to be skipped or resisted?
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
    • lisamsuya
       
      Good to keep in mind.
    • Kim Foley-Sharp
       
      Very true. As part of the modeling of peer review is to learn how to give constructive feedback that is not personal. Sometimes easier said than done!
  • Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • lisamsuya
       
      It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
    • jwalt15
       
      I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • jhazelton11
       
      I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
    • Kim Foley-Sharp
       
      Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
  • I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
    • jhazelton11
       
      Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • jhazelton11
       
      How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  • Encourages student involvement and responsibility.
    • jhazelton11
       
      This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  • Focuses on the development of student’s judgment skills.
    • leighbellville
       
      I have included self-assessment in the past, and find it interesting that many students score themselves lower than I would have done; they can be hard on themselves. I have also observed that they do reflect more on their own individual contribution to the overall group product.
  • Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
    • leighbellville
       
      I think that the Netiquette that we cover during our online classes assists with this piece as well, and this is valuable for any age of learner. Examples can be provided as models for students which will assist them in understanding the expectations.
    • trgriffin1
       
      I think this is the key point - clear expectations and consistency.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • leighbellville
       
      I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
    • Kim Foley-Sharp
       
      I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • leighbellville
       
      Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
    • carlarwall
       
      Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
  • estimate what percentage of the work he or she contributed to the project
    • leighbellville
       
      I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
    • Mike Radue
       
      I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
  • Portfolios
    • dykstras
       
      This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
    • Mike Radue
       
      I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
       
      Very few jobs require an individual to work alone these days. The ability to work in a group collaboratively is key! Teaching kids how to develop these skills early is essential. Evaluating group work FOR THE GOOD OF THE GROUP is such an important life skill I think!
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
       
      Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
  • the quality of comments that he felt was lacking
    • dykstras
       
      It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
    • Mike Radue
       
      It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
    • jwalt15
       
      Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
    • stephlindmark
       
      I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • bbraack
       
      Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
    • srankin11
       
      I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • bbraack
       
      When students take responsibility for their learning and metacognition, they are more likely to be motivated to learn and do more to understand what the learning is about.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
    • bbraack
       
      Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
    • stephlindmark
       
      We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
  • A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
    • bbraack
       
      When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
    • Kim Foley-Sharp
       
      This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
    • emmeyer
       
      This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
  • Emphasize what students can do rather than what they cannot do
    • bbraack
       
      When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
    • srankin11
       
      I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
    • trgriffin1
       
      I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
    • krcouch
       
      I love when modeling occurs it really helps with understanding the assignment.
    • carlarwall
       
      I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
    • Heather Whitman
       
      I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
    • dassom
       
      A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
    • carlarwall
       
      I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
    • Heather Whitman
       
      Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
    • srankin11
       
      I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • srankin11
       
      It seems that we are always in a hurry and need to move on to the next learning target. I do believe it is important to take the time to self-assess and reflect on learning. It's also important for teachers to reflect and self-assess often.
  • The instructor models the technique (use of a checklist or rubric
    • srankin11
       
      For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
  • increase student responsibility and autonomy
    • Mike Radue
       
      I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
    • jwalt15
       
      I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Mike Radue
       
      What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • krcouch
       
      I am a huge fan of self assessment and learning what your students know and may be struggling with.
  • Represent a student's progress over time
  • students are involved in developing the assessment process
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • blockerl
       
      Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
    • Jen Van Fleet
       
      It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
    • carlarwall
       
      This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
    • stephlindmark
       
      A safe environment is crucial for all learners and increases the productivity in the learning curve.
    • trgriffin1
       
      I feel like the environment is something I have in place but I haven't built in the routine.
  • Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • blockerl
       
      We always had to self assess our writing assignments in college, and it was a great time to be reflective of my learning and critical of my work. I need to get better at doing this for my students.
  • Agreed marking criteria
    • dassom
       
      By having an agreed criteria like a "checklist" everyone can be a expert in theory. It gives the student a task to complete in something they might not be familar with. Without set criteria your results may also be all over the board.
  • When operating successfully can reduce a lecturer's marking load.
    • dassom
       
      This seems like the obvious reason to add this step into the writing process. There some elements that students are going to catch but by adding the peer element they should be able to catch the "big mistakes" before it is turned in.
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks
  • with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
    • brarykat
       
      I think this portion of the statement is crucial in facilitating student success with self or peer evaluation.  Assigning students to a partner or small groups and saying now discuss and evaluate is not productive.  Providing clear directives and expected outcomes creates the foundation.  Students then need to take the responsibility to complete the task in order for this to be successful.
  • Address improvement, effort, and achievement
    • brarykat
       
      Test scores were the only way to gauge success when I was earning my college degree.  Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education.  Daily struggles. illness, and/or tragedies can impact results of a test.  I think portfolios are effective because they can show improvement, effort, and achievement over time.  Some school districts have portfolios that span the student's academic life K-12.  I think depending on the intent they represent the student better than a letter grade.  
    • Jen Van Fleet
       
      Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
  • students' progress, processes, and performance over time.
    • nickol11
       
      I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
  • involve students in critical reflection
    • nickol11
       
      I feel that this is imperative for us to use to keep students thinking out side of the box and really honing in on other people's opinions or ideas.
  • rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
    • nickol11
       
      I completely agree with this aspect and really feel like it is a great habit to get into as a teacher as a mid-critique of self or peer evaluated work.This really just gives an opportunity to really push the student learning even further.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
    • nickol11
       
      I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
    • staudtt
       
      I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
  • Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • brarykat
       
      I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience.  Willing and productive participants benefit from this form of assessment.  
  • “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
    • brarykat
       
      This makes my educator's heart hurt.  What is happening to our children?  I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try.  Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure.  I'm an intrinsic learner.  My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes.  Slipping is a choice, but I want to continue to be the educator to help students rise above.
  • However this approach runs counter to the principles of individual accountability in group learning….
    • brarykat
       
      I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher.  Group work usually produces at least one leader, followers and a few that lag or slack off.  In previous course we discussed ways to help all students be productive, effective members in a group assignment.  I found that information very helpful.  Useful in a classroom setting (face to face or online) as well as with colleagues.
  • this tool is not a constructive venue
    • brarykat
       
      I would hope it is explained to the students if the instructor chooses to use this evaluation.  Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
    • Heather Whitman
       
      I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Jen Van Fleet
       
      This is also reflected in Hatti's effect size as it pertains to student goal setting.
    • tifinif
       
      Our school is working on this right now. We have a rubric that we are trying to improve on. The specifics are layed out and we can see where we want to go and we know what we have to do to get there. No guessing.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Jen Van Fleet
       
      In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
    • carlarwall
       
      I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
    • tifinif
       
      Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
  • take part ownership of this process.
    • Heather Whitman
       
      When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
    • trgriffin1
       
      I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
  • Students will have a tendency to award everyone the same mark.
    • staudtt
       
      This can be a major pitfall, especially if students work or peer assess friends. They don't want to bring down their peer or start and argument with a friend.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • staudtt
       
      Becoming a facilitator is really the ultimate goal for student based learning. Students gain more ownership of the learning process and hopefully gain better understanding through their increased role in the process.
  • Before this class their self-assessment efforts were “relatively mindless.”
    • staudtt
       
      What this reads like to me is that students need guidance and practice with self assessment before it can be effective or meaningful to them.
  • supports the aim of developing collaboration skills
  • hopelessly naïve to imagine them being able to look at anything beyond the desired grade
    • Heather Whitman
       
      This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
  • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • jwalt15
       
      A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
  • Learners have a developed set of communication skills.
    • jwalt15
       
      Communications skills are very important in any situation. That is why it is so difficult yet important to start teaching communication skills at an early age. The more self and peer evaluating that students do will only help them develop their communication skills.
  • internalize the characteristics of quality work is by evaluating the work of their peers
    • tifinif
       
      I think this would be a great way for students to reflect on their own work, if comparing the same assignment. It would also spur them to go and edit or re-do some of their work to improve.
  • they need to be taught strategies for self monitoring and self assessment
    • tifinif
       
      I think we all need to learn more of how to be better at monitoring self assessment. What strategies can we give teachers to help them, help students?
  • Engage students in establishing ongoing learning goals and assessing their progress towards those goals
    • tifinif
       
      Using this in data notebooks at our school. kids write the goal and then track thier progress daily/weekly/monthly. It's an easy reminder of what they are working towards.
    • emmeyer
       
      This is an important key in order to allow students to see their growth!
  • students must have a clear understanding of what they are to look for in their peers' work.
    • stephlindmark
       
      I agree that students need that clear understanding and it is necessary for the teachers to be clear with their expectations.
    • trgriffin1
       
      I think this is the hard part about peer assessment - I don't think I have ever done a good job of helping them know how to give feedback.
  • rubrics or checklists to guide their assessments
    • stephlindmark
       
      Rubrics and checklists can be beneficial for students. In the next sentence it talks about student making their own rubric. I agree with Kim that that increases the DOK level when students create their own rubric.
  • become more comfortable with each other and leads to better peer feedback.
    • stephlindmark
       
      Teachers need to allow for ample opportunities to provide feedback and teachers need to give feedback to the students' feedback so they know what to improve on. The more they do so the better the peer feedback will be.
  • students step back from the learning process to think about their language learning strategies and their progress as language learners.
    • stephlindmark
       
      This is always a strategy to improve student learning when they are aware of their learning. Metacognition is very important in education.
  • broader self-assessment tools
    • stephlindmark
       
      I am curious and will research what are broader self-assessment tools that can be used for students.
  • Link teaching and assessment to learning
    • stephlindmark
       
      This is important for students to understand there is a connection between the learning and assessment. This makes the learning process more effective for the students.
  • Provides more relevant feedback to students as it is generated by their peers.
    • stephlindmark
       
      Students need relevant feedback to grow in their learning.
  • students assess their own contribution
    • stephlindmark
       
      Self-reflection is beneficial for all learners young and old. It is good for use to do in life.
  • little exposure to different forms of assessment
    • stephlindmark
       
      Teachers need to be aware of this and give the students exposure to different forms of assessment. This also gives more opportunity for self-reflection as was mentioned in the previous article.
  • guidelines were clearly outlined as to how to grade
    • stephlindmark
       
      I would agree that the guidelines need to be clearly outlined on how to grade the essays. This is crucial for the grader and receiver of the grade.
  • Where credit is not granted.
    • stephlindmark
       
      I don't know if I agree with this one. Credit can be given if the teacher is overseeing the grading and reflective on the assignment too.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • stephlindmark
       
      Students need multiple opportunities to grow in this practice to benefit from it.
  • tool I suggest for evaluating the completed team project itself
    • stephlindmark
       
      I am glad to see that the rubric is a tool that is suggested for evaluation of a team project. I would like to see this used and even take it a step further and have the group create the rubric. This would deepen their learning and understanding.
  • student participates
    • emmeyer
       
      Making sure that the student participates in the portfolio is key to having an effective portfolio. They need to take ownership.
  • rubrics
    • emmeyer
       
      Using rubrics to asses performance is a great way for students to see where they fall and where they need to go next.
  • aware of their learning
    • emmeyer
       
      When Students are aware of their learning, they are more aware of how they need to improve and what they need to do.
  • Preparing students for self or peer assessment
    • trgriffin1
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • feedback for oneself from oneself
    • trgriffin1
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
Janet Wills

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

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

iowaonlinelearning - Teaching Standards - 94 views

  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • crjessen44
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Rebecca Clausen
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Bret Larson
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Deanna Tegeler
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
    • Jeanine Kliefoth
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
       
      Expected learning goals need to be the driving force when we design a course.
  • the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • misti linn
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • barb jens
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  •  
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  •  
    Online Iowa Teaching Standards
  •  
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  •  
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  •  
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  •  
    online teaching standards
  •  
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  •  
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  •  
    online teaching standards
  •  
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
Jennifer Riedemann

ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Mary Overholtzer
       
      Has there ever been a time when teachers can't give feedback or adjust their own teaching because students refuse to do what was intended as an instructional task for learning? As an educator, I have some students who don't want to do anything, even when given a choice on how they might show their learning.
    • Lorilee Hamel
       
      Unfortunately, at least in my teaching experience, in content areas other than reading and writing, I have run into many teachers who believed in the Bell Curve still for classroom grading. Their numbers are dwindling, but they still exist along with teachers who believe, "I told them once. They should have it." I'm so glad your experiences make your question even possible. That is growth and improvement in instruction.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • Mary Overholtzer
       
      I have found that learning goals are broader in scope since we no longer memorize, skill and drill, and have the detailed oriented mechanisms of learning in place. Maybe I am missing the boat, but I want my students to be: great speakers who project their voice(yes, I do use a decibel reader) when they are public speaking. It's a great to incorporate the science of speaking. I do want them to be great writers, and I will say a well written rubric can enhance this. I am also after great thinking and problem solving. I have found that the middle level learner can seem to problem solve in some situations, yet they have become inept at problem solving on how to "get a pencil" when they don't come to class with one in their possession. Being able to get along with many within their peer group would be great. This seems to be an ongoing battle for some individuals who "want to work" by themselves. I have had my share of accountants in my classroom.... :)
    • Jodi Leimkuehler
       
      Are you saying accountants are loners? They have to be able to work with clients :) (I'm a business teacher and just couldn't let this slide :)
    • Mary Overholtzer
       
      Jodi, That was a narrow view, please forgive me. I stand corrected by you....Thank you for your correction. I will say, I have students who want to work by themselves....that is great for reflection, yet collaboration is a skills that we all need to develop.
    • Andrea Compton
       
      Mary, You are definitely not missing the boat! All those goals are excellent and very necessary for students to obtain. Do not give up on your broader learning goals and keep letting your students know that this is what you want for them. You might need a poster in your room with your broader goals stated on it as a constant reference for you and your students, and then post on your board your daily learning goals for your students. You are such a wonderful teacher and your students learn so much from you! Keep up the good work!
    • Andrea Compton
       
      Mary, I can absolutely relate to your comment about students that want to work by themselves! Some TAG students are "past masters" of wanting to do things on their own - I live with one!! Learning to collaborate is often a very difficult task for them in middle or high school. In my own experience, this improves for these high achievers when they reach college and are able to work with others that have similar abilities.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • Mary Overholtzer
       
      I have found it interesting how the "Boy's Town" model from a long time ago....always started with a positive statement of praise and supporting details; yet if negative feedback was needed, it would weave in concern statement that didn't use words like "but or however". For example: I can appreciate how your started your paragraph with energy and great discriptive words. As you work on your thesis, you may want to keep in mind.....or have you ever thought of....? Yes, constructive feedback is an "art form" when communicating to students who think they have excellence, yet fall short....I mean way short.
    • Brooke Maine
       
      I have never heard of the "Boy's Town" model but I like how you wrote about giving concerns to a student without using "but" or "however'- I can see that making such a difference and being more influential and beneficial to students!
    • Sally Rigeman
       
      Too often the feedback is merely "corrective" - a check mark or "ok".
  • ...43 more annotations...
  • Creating such a culture requires teachers to model
    • Mary Overholtzer
       
      This is huge, yet it is necessary.
    • Lorilee Hamel
       
      True, and it's the key to first level of helping students begin to grow!
    • anonymous
       
      The atmosphere has shifted, and we now not only have 'permission' to do this, but are expected.
    • Andrea Compton
       
      This is an absolute necessity!!!!
    • Sally Rigeman
       
      Teachers need to ask more questions.
  • substantial interest in formative assessment
    • Lorilee Hamel
       
      While the language of formative and summative assessment is relatively new as well as the new emphasis on direct feedback, the fact of the matter is that writing teachers have done these things forever. We just didn't package it with a fancy name in order to make oodles of $$. Dang it! ; )
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • Lorilee Hamel
       
      As I explain to my students, "If you can do this perfectly already, I shouldn't be teaching it."
    • Brooke Maine
       
      Haha, I like that Lorilee! I might have to steal it. :)
  • Learning Progressions:
  • Learning Goals and Criteria for Success
  • Descriptive Feedback:
  • Self- and Peer-Assessment:
    • Lorilee Hamel
       
      This is another area where writing teachers have a distinct advantage and have been practicing these protocols for a long time.
  • Collaboration
    • Lorilee Hamel
       
      Reading Workshop and Writing Workshop--that's the entire premise of Nancy Atwelll's work.
  • process requires the teacher to share learning goals with students
    • anonymous
       
      It makes such perfect sense to be doing this, and I'm not sure how much it is actually done. Just like in our class here, we want to know what we are expected to pick up from this and appreciate having the opportunity to self-assess our learning in a format where we can get instant feedback to see if we understand.
    • Andrea Compton
       
      Clair, To be honest, in my experience out in the schools as an AEA Literacy Consultant, it is being done very little. No matter how many times I include this in professional development trainings over things like effective instruction, iowa core, etc., there are truly only a handful of teachers that share their learning goals with the students. Many of them write the goals out in their lesson plans, but never get around to telling the people who really need the information.
  • and provide opportunities for students to monitor their ongoing progress.
  • learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • Brooke Maine
       
      I have done something pretty unique I think in my classroom. I (and several student volunteers) have spent a lot of time over the last couple years writing out each unit's learning objectives on posters that I laminate and hang on the wall in my classroom for every unit in every class. I made little, cute colored checkmarks that I also laminated and cut out. As we progress through the unit, I checkmark the learning objectives we have covered in class, so students can see very easily what we have done and what is left to cover. And above my posters, is another poster that says exactly what is written here: "Where amd I going? Where am I now? How can I close the gap?" I remember reading this quote during PD on FA, but now I know where it came from! :) It has taken a lot of time to make the posters and takes time to change them, put checkmarks on/off, etc, but I really like that it is a focal point in my room and is very unique. Students should know exactly what they are learning and use the questions above to self-assess as we go through our units.
    • Jodi Leimkuehler
       
      That is a great idea! I am curious, have you found that your students are using the posters? Are they self-assessing? Are they taking ownership in their learning?
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • anonymous
       
      Being able to give good constructive feedback is a skill that goes way beyond the classroom. It will serve students well later in life as they interact with co-workers, friends and eventually, their own children.
  • student- and peer-assessment should not be used in the formal grading process.
    • anonymous
       
      It's important to have students realize that they are not being graded on peer assessments.  It is only a benefit to give feedback about another person's assignment.  
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • anonymous
       
      Students need to realize that they are progressing towards a goal.  If they don't see it, the quality of work usually isn't as great as when the goal is in mind.
  • self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • Mary Trent
       
      I think this needs to be used more often in the classroom. I know as teachers, we find collaborating with our peers to be so valuable and I think, if done correctly, students can also gain some very helpful insight into their learning.
  • supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • Mary Trent
       
      Amen! I think this statement is key. If students take ownership of their learning, they will become more passionate about it and ultimately want to do better for the pure knowledge and not just for a grade. Students need to feel as though they will have support through the learning process and will be able to rely on teachers and fellow students for help along their journey.
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • Jason Martin-Hiner
       
      I've been trying this with lab groups in order to promote discussion both about experimental techniques as well as data analysis. After the initial work, I split groups up and have each partner discuss results with a member of another group.
    • Brooke Maine
       
      I like that idea Jason! When we looked at rubrics at the beginning of this class and shared a rubric we use in our teaching, the project for the rubric I shared is something I always have students self-assess and peer-assess when the projects are complete. I then give the students a few days if they wish to make any changes before they turn the project in to me for a final grade. I have definitely seen an improvement in scores and cognitive thinking when I started the self- and peer-assessment.
  • This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment
    • Jason Martin-Hiner
       
      All of these aspects are highlighed in the Characteristics of Effective Instruction in the Iowa Core.
  • during recent years
    • Brooke Maine
       
      I personally have learned a ton of information about FA the last several years. I took a class on it for my master's degree about 4 years ago or so and that next school year, it was the focus of PD in our district and is always something we revisit. I wish I would have learned more about it in college before I started teaching! But I'm glad to have the knowledge now.
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress.
    • Mike Todd
       
      I  know that in science, organizations like AAAS have worked hard to develop these progressions for many topics and created resources (Benchmarks, ATLAS, etc.).  But for some topics these need to be developed by the teacher.  And even with the AAAS resources, developing these learning progressions into a course that helps students connect everything together is the job of the teacher.  Collaborating on these tasks with other teachers is extremely worthwhile - I just wish this was valued by more school districts and administrators by allowing more time for these things during the school day.  Many seem to think that "courses" are already planned out.  I even had one superintendent that told me "Any minute not spent with students is a waste of time for teachers" - she was obviously lacking in knowledge about what professional teachers do with their time.
    • Andrea Compton
       
      Good grief! I'm glad the state government is now stepping in to require schools to allow teacher collaboration. The only problem is the state's requirements are vastly lower than what should be and needs to be provided to teachers so that real collaboration on student progress and course development can happen.
  • The opening paragraph does not capture the audience’s attention because it does not clearly state what the speech is about. However, the opening sentence of the second paragraph states your position with an effective contrast. What can you do to improve or strengthen your opening paragraph?
    • Mike Todd
       
      I have often focussed on putting feedback on writing, similar to the last question, but have failed to include the preceding sentence - I agree that both are important.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • Pam Rust
       
      This says it all. How many times do teachers check for understanding along the way and then just keep rolling through the lesson, ignoring the fact that some kids are missing something. Does no good to check for understanding as you go if you do nothing when the data says not everyone gets it yet.
    • Jodi Leimkuehler
       
      Why do so many teachers assign a grade to formative assessments when, according to this, it is to collect evidence on how student learning is progressing towards the desired goal?
    • Andrea Compton
       
      I have no idea Jodi, but I support a number of schools that firmly believe if they do not give something a grade then there is no use in doing it with the students. This statement is so perfect as to the purpose of formative assessment yet I would say the majority of teachers in the schools I come in contact with give a quiz, complain that the kids don't get it - as though it's all the kid's fault, and move right on with the content. It's frustrating!!
    • Dan Jones
       
      On the student side of Jodi's argument, many students do not see the importance of something if they are not getting a grade. Just yesterday, a couple of my students were complaining about something they had to do and they, "weren't even getting a grade on it so why bother". I agree with the statement that we need to see where they are, a lot of teachers just keep plowing through even though the infromation they get back indicates that a lot of students aren't getting it. It isn't helping the kid's perspective if they fail quizzes along the way and then fail a test.
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Pam Rust
       
      Over the past few years we have worked on this during our PD. Goals are written on our boards and we refer to them often.
    • Andrea Compton
       
      Excellent! I am so glad to hear that at least one school is following through on this!
    • Jodi Leimkuehler
       
      Love all the acronyms in the opening three paragraphs :)
    • Andrea Compton
       
      Education is truly becoming an "alphabet soup"!
  • a process rather than a particular kind of assessment
    • Jodi Leimkuehler
       
      I know a few teachers that automatically equate formative assessment with quiz or test.
  • language readily understood by students
    • Jodi Leimkuehler
       
      "I can" statements
    • Andrea Compton
       
      Yes! It's a waste of time if students do not understand the learning goal!
  • ormative assessment
    • Holly Palmersheim
       
      It seems that there has been all this buzz about formative assessment like it is a new thing. For ever teachers have been using formative assessment to guide instruction on a daily basis. I appreciate that is has gotten attention so that teachers can collaborate to build assessments together and analyze data.
    • Andrea Compton
       
      Holly, I am an AEA Literacy Consultant and you have no idea the number of times over the past 6 -8 years that I have found teachers who have absolutely no idea what the difference is between formative and summative assessments or how to conduct them in the classroom. In fact, the majority of teachers, even after training, want to be able to attach a grade to all formative assessment. They do not understand that this type of assessment can be accomplished in ways that do not involve a piece of paper, a homework assignment, or a pop quiz. It is truly an ongoing battle in a number of schools.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • Holly Palmersheim
       
      Helping educators integrate the formative assessment process is key to helping them be successful. They can't see it as one more thing to do.
    • Andrea Compton
       
      I agree completely, if only I could get teachers to understand this fact! They see it as "one more thing I "gotta" do" rather than a way to see if their students are really understanding the material.
    • Sally Rigeman
       
      Feedback to the student in terms of what they need to do differently is the most frequently ignored part of the process.
  • evidence-based feedback
    • Holly Palmersheim
       
      The Iowa Core aides the process of giving feedback as it provides specific student targets.
  • timely feedback should be based on the learning goal and criteria for success.
  • the reason the steps were incorrect.
    • Andrea Compton
       
      This is not a process that happens quickly. It takes lots and lots of good modeling by the instructor to create an environment safe enough for students to feel comfortable receiving as well as accepting good feedback.
  • students and their peers are involved there are many more opportunities to share and receive feedback
    • Sally Rigeman
       
      This type of feedback is especially useful in improving project-based or performance tasks.
  • may be accompanied by realistic examples of those that meet and do not meet the criteria
    • kellie kendrick
       
      I used to be hesitant about showing my students examples because I didn't want to limit their creativity. Once I started showing them, however, I saw that more students understood how to demonstrate their knowledge of the goals set out, and the end products were much more high quality. I first only did this with big projects, but have slowly begun showing students more high and low quality examples for smaller projects too.
  • In addition, students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • kellie kendrick
       
      Self and peer reflection is something that I still struggle with. I have my students in Spanish III and IV often perform peer reflections with the writings that they do, but they still do not always take it seriously. I have tried to tell them that they should work hard to improve someone else's paper because they want their peers to help improve their own papers. As for self reflection, I am still working with my students to see the value in their own thinking.
  • Sharing learning goals and criteria for success with student
  • Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Dan Jones
       
      This is where teachers get to use their covert,'sneaky' skills. They have to figure out how to get the information necessary to assess where the students are while appearing to go about their usual daily business. You have to be able to track that info too, which can be hard if you are collecting data on the sly.
  • students must be actively involved
    • Jamie Van Horn
       
      This can be a big challenge for teachers when parents are not involved in their students' learning and/or students do not put forth the effort. Sadly, this is very common.
  • “just right gap”
    • Jamie Van Horn
       
      The problem here is that the students in one class are not all at the same growth point and with growing class sizes, it can be difficult for the teachers to adjust to all students at the same time. Usually the advanced students will push themselves, but what about the lower students that need more time? With so much required of the teachers, they feel the pressure to move on so they can cover all of their units even when some students have not achieved the short term goals. This can lead to even bigger problems down the road.
  • allow the student an opportunity to identify ways to move learning forward
    • Jamie Van Horn
       
      So important to allow the student to identify the ways to move forward instead of just telling them what to do. This is where true learning takes place.
  • FAST SCASS and FA Advisory Group
ronda fey

Iowa Core - Iowa Department of Education - 0 views

  • Characteristics of effective instruction and the professional development initiatives are being developed to help educators create student-centered classrooms focused on students and learning rather than teachers and teaching. Iowa teachers are expanding their knowledge of learning and pedagogy as they develop the content of the Iowa Core into rigorous and relevant lessons that help them teach for understanding and learner differences. The Department and educators across Iowa continue to investigate more informative, effective, and authentic assessment for learningto guide instruction.
    • ronda fey
       
      I thought this section of the Iowa Core stresses why we should learn different types of technology to move our classes into the 21st centruy skills.
bkoller86

Implementation in a Secondary Classroom (Articles) - 0 views

  • When you give students choice, it opens up a lot of avenues. When they are given the option to decide what they’re going to do, whatever the product is, it’s theirs—giving them ownership and responsibility for their own learning.”
    • anonymous
       
      I agree and I have found this to be true, but most students will try to find the easiest choice with the least amount of work - will teachers need to have 10 different rubrics for 10 different project choices? There should be some guidelines/parameters for teachers for keeping organized & sane:)!  
  • This flipped learning setup frees up my students to use classtime to practice their skills. For instance, they might annotate a short story or poem in Google Docs or take part in a Socratic seminar. During our unit on research into social justice issues, students receive a digital review of the research process and choose their learning activities based on their needs. Some may meet with me to review how to embed quotes while other groups start planning their presentations and still others work idependently on gathering valid research.
    • anonymous
       
      The online presentations lessons definitely need to have something tied to it to make students have to use it - if they know that it will be retaught/played in class, they won't watch it but if they know they have a task tied with the video, will they be more apt to watch it? A fellow teacher found that out that it can't be just what you would say/do in the classroom...:)
  • And our classroom is often noisy and active as we play a round of Kahoot, which gives me instant, actionable feedback on what we need to do next, who needs to be pulled into a small group for reteaching and who would be better off in a group that pursues extended learning while I reteach the rest of the class. I also gather formative assessment data through: Discussion threads. Self-grading quizzes, which give students immediate and actionable feedback on their proficiency in specfic skills. Monitoring of their works in progress on Google Docs. Exit tickets, which assess the class’ comfort level with new concepts
    • anonymous
       
      Love these ideas about assessing mostly formatively for teachers & students love Kahoot!  
  • ...8 more annotations...
  • My next goal is to let them “test out” of some activities when they show content mastery.
    • anonymous
       
      Would they get credit/points for that content mastery? and how would that transfer with grading? Good points for setup and things to consider...
  • access
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • anonymous
       
      For my Spanish classes, this would be an exciting concept for those students that learn the language faster and can work ahead or enhance their communication to a higher level - they would not be "stuck" in a concept they've already mastered & would be able to get to more complicated grammar/sentence structures, become more fluent.
  • rofessional development must be stitched into the work routine of teachers, not tacked onto the work day or week” (p. 1)
    • anonymous
       
      There are so many new initiatives being implemented and talked about - in my district/curriculum area they spend so much time talking - when can teachers start getting the time to develop and try out their ideas and not talk it to death?
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay.
    • bkoller86
       
      I can very much see that this would be a far less traditional approach to teaching. For principals that have a very traditional view of education, it could make it difficult for teachers to try. 
  • “Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • bkoller86
       
      People (students are people also) always work harder and dig deeper when they are on the inside not on the outside being told what to do. 
  • Across the board, my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology. I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • bkoller86
       
      The goal should really be to prepare students for a future career like the author stated. That is the type of environment they will be working in.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible
    • bkoller86
       
      I think this would be one of the more difficult things to do. I would want to give choices and freedom but I wouldn't want it to be completely wide open. 
Carol Price

NHSCenterMedia - YouTube - 0 views

    • Carol Price
       
      This is the video.
  • Webinar: Aligning Tiered Interventions with High School Initiatives
Debbie Ryan

ollie1: Iowa Online Teaching Standards - 1 views

  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Clint Profit
       
      I think this is very important.  Especially when talking about doing online instruction.  When it is online you do not have the ability to change on the fly.  Everything must be very well planned.  Crisis management must be thought of ahead of time.
    • Barb Ahrens
       
      Agreed. An online instructor, must be well organized and think through all of the curriculum prior to teaching an online class. I believe these strategies are essential in the face-to-face classroom; however, in the face-to-face environment, there is the opportunity for changing your lesson at a moment's notice. Online is not quite as easy, nor should the learner be faced with the stress of an unorganized teacher.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Clint Profit
       
      This is the beauty of online instruction.  You can have different people using different tools.  Differentiation at its finest.
  • ...18 more annotations...
  • Utilizes a course evaluation and student feedback data to improve the course
    • Barb Ahrens
       
      As an instructor, I find student feedback is valuable in making future improvements for an online class. Many times, in the online environment, it may be difficult to know if students felt confident and/or struggled with how the class was set up; management, instructor feedback, etc. Course evaluation provide an invaluable insight from the learner, if the evaluation is done correctly and confidetially for the learner.
    • Amy Kolln
       
      I agree! Any way of knowing how you can make sure everyone gives feedback yet make it confidential?
  • Understands the differences between teaching online and teaching face-to-face
    • Barb Ahrens
       
      Teaching online versus face-to-face has many differences. The most challenging difference is creating a collaborative and meaningful environment amongst your learners. As an instructor, teamwork and grouping is important within the online environment. Also, creating instruction and assessments to encourage collaborative learning is essential. Too many times, face-to-face teachers believe teaching online means less work. They are incorrect. My experience as an online instructor, is many times, the workload of an onine class, can be twice the work due to 24/7 communication with students. Assessments tend to be more thorough as well, creating more time and work by the instructor.
    • Amy Kolln
       
      Anytime I learn using collaborative instruction I not only retain more, but I feel like I have more resources for future learning in the new friends/colleagues made. This rarely happens for me face-to-face as I am not as good with in-person social interaction.
    • Denise Paustian
       
      Well said Barb, if the collaborative environment is not there, essential learning will not take place. And yes, it is more work. I also agree with Amy regarding the retention. I am more of a visual learner and I love having resources available to me that I can access at any time. With our students now growing up in such a digital world I feel the more we can offer them to increase their learning style, the better our students will be. I also wonder what may happen to our communication skills if some students are always allowed to only do online instruction?
  • 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
    • Amy Kolln
       
      Agreed. It can be easy to go crazy adding in all kinds of technology and images. But this can be overwhelming. Think of an ADHD learner and how they learn best without all the distractions.
    • keyna day
       
      I also thought that this benchmark was important since with lesson sequencing and unit/lesson overviews since the main objective is for optimum learning for the students!
    • Debbie Ryan
       
      I think this benchmark is important because students learn in different ways, and by using different techniques more students will be successful.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Ann Kuhlman
       
      Maintaining an online presence is vital to an online course. Both my son and daughter have taken online courses for college credit and some amounted to not much more than reading assignments and online quizes. With so little contact with the instructor, they were hesitant to ask for help or discuss issues they had with ambiguous or poor test questions.
    • Jeanine Kliefoth
       
      I agree. Students need to feel comfortable communicating with the instructor so they don't get behind. We all have gmail accounts in our school and students contact teachers with questions all the time - I like to know if they need help.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Ann Kuhlman
       
      After taking this course, I totally agree with this one! Seeing things from a student's point of view is essential for a successful experience. As a teacher, you may think you have explained everything clearly and that your course is easy to navigate through, however, this may not be the case.
    • Denise Paustian
       
      I agree with you Ann. I went to college later in life and was able to take many classes online to get my degree. I found those staff who had regular classroom hours for weekly discussion to be more beneficial to me. I had one class that had little to no classroom instruction other than weekly assignments. I did not hear from the teacher until the class was over and I found out my grade. In regards, I did not learn much from that class.
    • Debbie Ryan
       
      I also agree with you Ann. Moodle has been a real challenge for me.
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • Jeanine Kliefoth
       
      I teach the students in my technology unit about copyright and how material on the internet is not just free to use, it falls under certain rights of the author. We need to model this to students, and teach them the proper way to use information, citing information, checking to see if they can use the pictures they get from an image search, etc., and about fair use.
  • Knows and aligns instruction to the achievement goal
    • Jeanine Kliefoth
       
      Instructors should know what the achievement goals are and if they align with the Iowa Core. Students need to be clear about what is expected of them, too. Standard based!
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • keyna day
       
      It is important that the instructor have a good background in the content knowledge, the learning targets and what standards/knowledge is to be assessed.
  • Is knowledgeable and has the ability to use computer programs
    • Denise Paustian
       
      This is important for an effective online instruction, if a student doesn't know how to use a program they need to be able to go to the instructor for guidance. If the instructor doesn't know how to use it, the effectiveness of the learning process will not take place.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • herdegenk
       
      This has to be an advantage to using a website such as Moodle to allow students to work at different levels. Assignments can be given and collected through Moodle that allow all students to be challeneged in their own way.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • herdegenk
       
      I find it interesting how students can turn collaborative websites into facebook walls and chat sessions. Students need to realize what is appropriate in a high school learning environment and when additional comments just are not needed.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • keyna day
       
      It is essential that the course be highly organized with clear learning targets and expectations through the overview/orientation so that the student can easily follow along as the course progresses.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Justin Liston
       
      This standard is so imporant as it is referring to formative assessment which is the driving force behind our daily instruction with students.
    • Angie Lawrence
       
      I agree.  This aligns very well with formative assessment.
  • Understands student motivation and uses techniques to engage students
    • Justin Liston
       
      Yes, technology is important not only in the classroom but also in studnets everyday life.
  • Aligns assessment with course objectives
    • Angie Lawrence
       
      Switch course objectives to learning targets and this standard also is aligned with formative assessment or standard based grading.
  • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b
    • Bryan Lloyd
       
      Working in a district that has implemented a 1:1 initiative, I understand the importance of correct modeling of technology use. It is easy to tell students what they CAN'T do, but how often do we show them what they CAN?
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Bryan Lloyd
       
      What better way to increase communication with students than using online teaching tools? Students have been raised in a technological world and are encompassed by it almost literally all day. If this is how kids communicate with each other, why can't we?
  •  
    Standards for Online Teaching
kmcastaneda

Articles: Preparation - 1 views

  • what are the most important parts of your topic for the audience to take away from your,
    • kliston
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      "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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      #4!  Efficiency.  Yes.  Otherwise we can blather away without purpose.  The 'Curse of Knowledge'.  
  • 50-minute presentation
    • Karen Stern
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      100%.  Truth.  
  • a normal human being cannot comprehend more than ten concepts in a meeting
    • kmcastaneda
       
      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
       
      This exercise is great because of this: It 'forces' you.  ;)  Yes.  
Jamie Fath

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

  • Has experienced online learning from the perspective of a student
    • Gary Garles
       
      This is the part that I need to spend a lot of time on...
    • ronda fey
       
      I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom.
    • Paloma Soria
       
      Yes, it is a very good personal experience.
    • Charmaine Carney
       
      I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
    • Steve Leach
       
      Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago.
    • Elizabeth VanDeHey
       
      Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool!
    • Karen Hobbs
       
      I agree that this is a humbling experience.
    • Mari Haley
       
      I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom
    • Jonathan Wylie
       
      As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this.
    • Catherine Leipold
       
      I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience.
    • Catherine Leipold
       
      Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
    • manderson34
       
      Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important.
    • meliathompson
       
      I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
    • ronda fey
       
      Being able to be in contact with the instructor (and other students) is imparative during an online course.
    • Charmaine Carney
       
      I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
    • Steve Leach
       
      I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
    • Karen Hobbs
       
      This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
    • tamela hatcher
       
      Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of.  It is a new way of accessing when we can't see the person on the other end.
    • ronda fey
       
      It is important for instructors to be able to use technology to better prepare out students
    • Charmaine Carney
       
      The challenge is staying current because the technology emerges so quickly.
    • Jamie Van Horn
       
      I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology.
    • tamela hatcher
       
      I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast.  School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
    • cvryhof
       
      I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching.
    • Steven Sand
       
      With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
  • ...87 more annotations...
    • Paloma Soria
       
      I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
  • Assists students with technology used in the course (Varvel III.C)
  • Assists students with technology used in the course (Varvel III.C)
    • Paloma Soria
       
      It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
    • Steve Leach
       
      Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
    • jwest70
       
      I would also like to be more technology literate after this course.  While I will not be teaching an online course, I will be enhancing my classroom courses with online resources. 
    • Paloma Soria
       
      I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
    • Steven Sand
       
      I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
  • Communicates with students effectively and consistently
    • Paloma Soria
       
      I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
    • Charmaine Carney
       
      Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Charmaine Carney
       
      I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
    • Steve Leach
       
      I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
    • Gary Garles
       
      Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
    • Steven Sand
       
      This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
  • Understands the differences between teaching online and teaching face-to-face
    • Charmaine Carney
       
      I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
    • Steve Leach
       
      As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
    • Gary Garles
       
      Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
    • Karen Hobbs
       
      Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
    • barb jens
       
      From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face
    • Mari Haley
       
      This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
    • Diane Jackson
       
      I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
  • Utilizes a course evaluation and student feedback data to improve the courseþff
  • 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)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Steve Leach
       
      At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
    • andersonlisa
       
      This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
    • joycevermeer
       
      I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
  • Utilizes a course evaluation and student feedback data to improve the course
    • Gary Garles
       
      Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Elizabeth VanDeHey
       
      Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
  • 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
    • Elizabeth VanDeHey
       
      I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Karen Hobbs
       
      I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Karen Hobbs
       
      I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
  • Assists students with technology used in the course
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • renaudr
       
      These are very important for the same reason as what I posted above.  Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • renaudr
       
      I would be interested to know how other teachers do this.  I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
    • barb jens
       
      Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
    • renaudr
       
      I have found that students are more open to communication via online tools than they are in class.  Discussions tend to go much deeper when they are online than in the classroom.  I have had students ask me some rather profound questions that I don't think they would have face to face.
    • Jonathan Wylie
       
      I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
  • • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • renaudr
       
      This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
    • tamela hatcher
       
      I agree!  When I get lost, I turn to our children or another student to help me.  
  • Selects and uses technologies appropriate to the content that enhance learning
    • James Koop
       
      This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
    • patesl
       
      Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
  • Provides substantive, timely, and constructive feedback to students
    • James Koop
       
      If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
    • Marcia Jensen
       
      I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point.
    • cvryhof
       
      I think this is so important especially for those who are not sure if they are doing an assignment correctly.
    • jbrosnahan
       
      You are so right -- it's easy to get frustrated when there is a lack of communication.  
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • apeich
       
      I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
    • Mari Haley
       
      This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
    • jbrosnahan
       
      Technology can do wonders in the motivation area.  Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
    • andersonlisa
       
      So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
    • jbrosnahan
       
      We are going 1:1 next year - ready or not.  It's going to be a learning opportunity for everyone.  Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
    • Mari Haley
       
      Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
    • Diane Jackson
       
      I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
    • joycevermeer
       
      This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
    • Marcia Jensen
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
    • Jamie Van Horn
       
      It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
  • As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
  • Networks with others involved in online education for the purpose of professional growth
    • Jonathan Wylie
       
      Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
    • tamela hatcher
       
      Moodle_iowa must be tagged to get full credit.  You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
    • tamela hatcher
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
       
      Tamela is able to respond to notes already posted but not able to post original thread.  I am logged in and can see everyone's notes.  I have changed the dropdown menu to Ollie_Iowa.  What am I doing wrong?
    • tamela hatcher
       
      I think it finally worked.  I am not sure what I did differently!  This brings me to #7...it is so important to experience online learning from the perspective of a student :)
    • tamela hatcher
       
      Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
    • tamela hatcher
       
      It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles.  I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • jwest70
       
      It's also important to be available to help students.  They will not be learning any of the important content if they are lost in "online never-never-land".
  • Understands the differences between teaching online and teaching face-to-face (
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • Julianne Manock
       
      It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Julianne Manock
       
      Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Julianne Manock
       
      This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
    • jwest70
       
      I think it's also important to stress the use of proper sentence structure, proper grammar, etc.  Just because it's online doesn't meet texting rules apply.
    • jbrosnahan
       
      It's frustrating to see text abbreviations in an academic class.  It's something I stress - the difference between what is appropriate and when it is appropriate.     
  • to stay current with emerging technologies (SREB B.5)
    • jbrosnahan
       
      By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there.  That's why classes like this are helpful to bring people together with ideas that can help other teachers.
    • Barbara Day
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
    • patesl
       
      This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
  • • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • andersonlisa
       
      It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Steven Sand
       
      I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
    • jbrosnahan
       
      You will probably be able to tell my age .... but I've been going to school for 50 years!  If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • bgeanaea11
       
      Formative assessment is so important to adjust instruction to meet learner needs.
    • bgeanaea11
       
      This can be difficult and what I find most challenging with online courses.
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
    • Steven Sand
       
      Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • patesl
       
      Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
    • jbrosnahan
       
      In today's business world - teamwork is an important skill.  You are right when you say we need to promote collaborative skills with out students.  The online classes can help students work together while not being in the exact location or time.
    • natehernandez
       
      This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
    • natehernandez
       
      I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • joycevermeer
       
      I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
    • jwest70
       
      I'm new to online teaching.  What are your thoughts in rigor?  Do you find online classes more or less rigorous than traditional class?  
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • joycevermeer
       
      I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jwest70
       
      I think reflective teaching, while very important in a standard classroom, is even more critical for an online class.  With ever changing technology, lessons will need to be continually modified
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • jwest70
       
      If students see instructors violate copyright laws, how can we expect them not to?  
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • apeich
       
      I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
    • Jamie Fath
       
      I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
  • evaluate learning materials and resources that align with the context and enhance learning
    • Jamie Fath
       
      I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
  •  
    Utilizes student feedback data to improve the course
  • ...8 more comments...
  •  
    Utilizes student feedback data to improve the course
  •  
    This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
  •  
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
  •  
    Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali
  •  
    studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
  •  
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  •  
    Standards for teaching on-line
  •  
    Online Teaching Standards
  •  
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  •  
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
amytlach

Articles: Presentation "Awakening" - 1 views

    • Wendy Arch
       
      Wendy here -   This will probably be my biggest hurdle.  We always feel like our content is the most important, so limiting it to just 6 words will be tough.
  • Put it in terms people can visualize
    • Wendy Arch
       
      This makes sense.  It's one of the Active reading strategies for a reason.
  • ...31 more annotations...
  • The use of the PowerPoint presentation has been a disaster. It should be ditched."
    • Wendy Arch
       
      My AP English seniors do a presentation before community members every spring.  One of the things that several community members emphasized this year was the students' horrible use of PowerPoint.  Even worse was their use of Prezi.  So this makes a lot of sense given that earlier live feedback.
    • Karen Stern
       
      Wendy, I am curious about the specifics in that feedback. What was horrible about their use of PP or Prezi? Would it have benefitted their presentation to have NO visual prompts?
    • Wendy Arch
       
      One specific panel member was adamant that PPT was too "old fashioned" and clunky and interrupted the communication between two individual.  His biggest argument was essentially what the Presentation Zen philosophy is advocating -- tell a story and be real.  He felt that PPT encouraged reading - not communicating.
  • Unexpectedness
    • kliston
       
      Trying to surprise or illustrate the holes people have in their knowledge is something that I would like to try. This tactic is something that will keep my staff engaged and motivated.
    • kmcastaneda
       
      I see so many experts and successful public people experience so much success with this tactic of Unexpectedness.  It's truly where one can shine by accessing his/her creativity, intuition, and risk-taking courage.  I'm a big, big fan of this one.  
  • Stories get our attention and are easier to remember than lists of rules.
    • kliston
       
      Storytelling is a very powerful way to get a message across. One thing I struggle with is finding stories that illustrate the points I am trying to make. I hope that this is something that we will continue to learn more about.
    • kmcastaneda
       
      Exactly!  My favorite part about listening to speakers is when they communicate personal stories to illustrate a point they're making.  "You get to their heart first and then you get to their minds."  - Dr. Raymond E. Morley
  • When you show up to give a presentation, people want to use both parts of their brain.
    • kliston
       
      I had never thought about the two sides of the brain and how they both need to be activated in order for participants to retain their focus.
    • kmcastaneda
       
      When I give presentations I lead the group first in a somatic exercise - alternate nostril breathing.  Not kidding!  I share how it helps marry both hemispheres and activates their motor skills, attention, and sense of calm.  It primes them for learning, and, is an odd but goofy fun way to sort of 'break the ice' at the very beginning of a presentation. 
  • Second, make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • kliston
       
      Creating emotional slides that demonstrate the content not just highlighting key words is something I would really like to focus on. When there is emotion, there is action!
    • kmcastaneda
       
      Big take-away here is Seth's use of the word 'proof'.  What a great way to frame my thinking around this.  Also, the word 'reinforce' as opposed to repeating.  Really helpful.  
    • amytlach
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
    • amytlach
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
  • create a written document. A leave-behind.
    • kliston
       
      Leaving the information that I typically would have put in the PowerPoint in "leave behind" handout is a great idea. This way people leave with a document that they can reference when they go back and try things in their classroom.
    • Karen Stern
       
      Great idea (although more work!) This answers my question from the "Time to Ditch PowerPoint?" article.
  • putting the same information on a slide that is coming out of our mouths usually does not help
    • Karen Stern
       
      This is a challenging thought for me. I have studied quite a bit about Gardner's Multiple Intelligence theory and student learning styles. How do we (as presenters) address the issue of audience members who have differing learning styles? For example, I KNOW that I am a visual learner. It helps me to read something in print rather than just hear someone else read it aloud.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • Karen Stern
       
      Ouch! That hits home! So what should be done when an administrator wants to see a presentation that can be shared later with any peers who could not attend the presentation? This article is leading me to think that I may need two presentations: one for those who are present and one for those who are not.
    • amytlach
       
      This is the home run for me....With out the need for a person to make a presentation, my job isn't needed.  I'm there to build relationships and educate, with the help of a presentation, not vice versa.
  • No dissolves, spins or other transitions.
    • Karen Stern
       
      I am glad that this is being addressed! Those transitions always seem like time-wasters to me.
  • “Curse of Knowledge.”
    • Karen Stern
       
      This is so true. It is often tempting to give too much information during a presentation. What has taken me months or years to study, I feel the need to throw out to the audience all at once.
    • Wendy Arch
       
      I'm always afraid that if I don't address it, then they won't know it, and won't be able to apply it in class.  I realize that I'm adapting a presentation to a context that it really isn't meant for (teaching new ideas), but I think it still works.
  • Stories.
    • Karen Stern
       
      Stories will be a good way to share professional development ideas for classroom strategies.
  • Put them in your hand.
    • Karen Stern
       
      This is a great idea. What is on the slides should not dictate what I am saying as a presenter. Having cue cards in hand will keep the speaking on track.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core.
    • kmcastaneda
       
      Ahhh! The tendency to want to include every single related thing...This has been a pattern not only in presentations, but also in everything I do in my life. I have a hard time knowing how much is enough, because I want to include absolutely everything. This is no doubt the toughest part for me. I know for the audience, they don't know what's in my head, so they don't know if I'm leaving anything out (according to me). Got to remember this!
  • will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • kmcastaneda
       
      This is great - 'visceral level'.  You know you've hooked someone when they can really FEEL it in their gut.  Key.  
  • It’s how humans have always communicated.
    • kmcastaneda
       
      I hold a series of workshops and give presentations in my health coaching work that are all about the stories we tell ourselves.  Here are a few of my favorite related quotes: 1) "A person without a story does not exist.  I tell a story, therefore, I exist.  We tell our stories to define our existence.  If we do not tell a story, we do not exist."   - Shekhar Kapur 2) "There is no agony like bearing an untold story inside of you." - Maya Angelou 3) "If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive." - Barry Lopez, in Crow and Weasel
  • redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
    • kmcastaneda
       
      I really have mixed feelings about this.  I know too many words on a slide is ineffective and actually hurts learning.  However, I benefit from reading the text, too.  Seeing the words in a format (I really pay attention to design elements, composition, hierarchy of text in size and font variation, margin alignment, compartmentalization, etc. when I do include words on a slide) helps burn that idea into my brain, and when I recall that information, I can see it again in my mind (if it's done in an artful and design-conscious way).  I'm incredibly visual.  And I learn equally as well by audio. When I recall information in the future, the sound of the initial arrator's voice will continue to accompany the words I've read if I'm, say, following along in a book while listening to the audio version.  
    • kmcastaneda
       
      Also, as an English (and art) teacher at an alternative school where we don't have grades and students are mixed with all kinds of academic skills and experiences (I could have a 14 year old and a 21 year old in my class at once), so reading books in class while following along (active listening, lots of discussion and supplemental activities during) to the audio has been incredibly successful for all students.  
  • Now, you can use the cue cards you made to make sure you’re saying what you came to say.
    • amytlach
       
      Back to basics for me with this.  Memory doesn't always work like it used to and this is a quick and simple fix. 
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • Don’t hand out the written stuff at the beginning
    • amytlach
       
      Very simple, but many times forgotten.  Sometimes I make presentations where things are on the table at the start of the event.  It is much harder to capture attention and get a good start when this is the case. 
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • amytlach
       
      This will be a challenge for me, but worth working towards. 
  • Champions must sell
    • amytlach
       
      Selling is a concept that seems funny to use as a descriptor, but it truly what we are doing when we are teaching or presenting new ideas in front of an audience.
  • everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • amytlach
       
      This will sometimes challenge me, but the end result will be worth it! 
  • hand out print-outs of your slid
    • amytlach
       
      Is it beneficial to hand out something for note taking purposes as presentations change in to more visual and fewer words?? As a learner, I could see some time that I would like to have the image to take with me with some notes that would jog my memory. 
  • put your ideas in human terms
    • amytlach
       
      This is something that I try to do every time that I present with images that jog memories or will create curiosity as mentioned above. Are there other ways to do this besides images...maybe with sounds? Dont want to get in to cheesy transitions sound effects from Power Point, but maybe recorded sounds from on a farm or even music? May sound a little far out, but with some of the younger students that I work with, it might work. 
  • real examples
    • amytlach
       
      Sometimes the real examples in my job become controversial.  The best way to handle conversations and keep the presentation moving comes to mind here for me. 
marydermit

PLE Articles - 2 views

  • 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
       
      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
       
      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
       
      Last comment by Alissa Hansen.
    • edamisch
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      What is aggregator?
    • alissahansen
       
      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
       
      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
       
      Choice can be such a motivator for students, we all have our strengths and weaknesses! 
    • emilyzelenovich
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  
    • edamisch
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      When you find the answer, please fill me in too!
    • nwhipple
       
      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
       
      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
       
      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
       
      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
       
      So like the apps that come with an iphone. 
    • principalchris
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Yes, it is a positive because you learned from the experience.  Now you know what worked and what needs to be revised.  
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