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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
    • Bev Berns
       
      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
Dean Whaley

ollie1sweetman: Iowa Online Teaching Standards - 0 views

  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Deb Henkes
       
      I think it is really important to have a variety of experiences with various online courses as a student before becoming an online teacher. That way you get a chance to see what works and also what doesn't. (I've taken some online courses that I've learned what NOT to do!) That way as online teachers we can really make the course an efficient learning experience for the student.
    • Denise Krefting
       
      In all of the teachers who I have worked with becoming online teachers- this is on that I absolutely require! I still take classes from a variety of teachers to see what works and glean other ideas as Deb mentioned.
    • Kelly Josephson
       
      Don't you think that gains such experiences will also allow online teachers to offer their students a variety of options and incorporate differentiation?
    • Andrea Accola-Sabin
       
      I have learned so much so far in this online class, that I will have a feeling of what my students are going through. With this being my first online class, I can experience the stress that students will experience with more schools going 1:1
    • Joe Doerges
       
      I have made it a requirement that a staff member needs to take a course like this before I will set them up as teacher on our Moodle server. That has not been well received, but I'm sticking to it! BTW, that is why I'm taking this class.
    • Rebecca Clausen
       
      This is only my second online class and it is very different from one I just finished. I am just now appreciating all the work and technologies that went into that class. We used the Angel system, Camtasia Studio, tests, reading assignments to download, and a live video meeting each week. However, there were no real community building forums or ways to contact other students. I am really appreciating the help I am getting through the Moodle forums as well has reading about how Moodle technology is already being used in school classrooms.
  • • Communicates with students effectively and consistently
    • Deb Henkes
       
      Communication with the students on a consistent basis is critical in an online course. It allows the class momentum to flow smoothly and often keeps problems or issues to a minimum by addressing them quickly before students become too frustrated.
    • gfrolekclark
       
      Agreed! If students become frustrated or can't have questions answered, you can lose them pretty quickly.
    • Andrea Accola-Sabin
       
      With the blended class that I had last year, I learned that most students did not get on to the computer to do homework until 10 pm or later. Being that I have a 45 minute drive in the morning to get to school I wanted to be in bed by 11 pm. Knowing that my students might need my assistance was troublesome to me, since most did not login until midnight. I told my students that I would probably not respond to work that was completed after 10:30 pm until the next day. Once the students knew this, the class ran smooth. We need to let the students know what are times are going to be to respond to questions!
    • Linda Root
       
      Communication between teacher and student is absolutely necessary for success in any classroom whether it be traditional classroom or an online course. But because feedback is not instantaneous in an online course, communication is even more crucial for longevity and success. The online instructor needs to be very specific about communication times, when they will be dealing with daily student questions, feedback and grading. As a new student to online learning, the one issue I struggle with is my preference to verbal dialogue rather than written communication. I need the immediate feedback that face to face or Skype provides.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Denise Krefting
       
      This is something that we do not model enough with our adult learners and students
    • Erin Siefken
       
      This has always been an area of concern for me, it goes back to when I worked in university extension education. I am often concerned about copyrights and how much of someone else's work we can legally use.
  • ...28 more annotations...
  • Understands and uses data from assessments to guide instruction
    • Denise Krefting
       
      It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
    • Melinda Connon
       
      This is a very big challenge. Starting with lack of time, but also lack of statistical skills...starting with NCLB and the impossibility that we can have 100% of our students above the 40%-tile rank. There are requirements for using & interpreting statistics, like simple random sampling and comparing similar populations. In a small school, each grade is not the same population -- and I even saw that when I subbed in larger district as a new teacher.
  • • 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)
    • Melinda Connon
       
      I was helping a colleague with an online statistics course this semester. The instructor did not know how to explain or help students other than telling them to reread the text or what she had already written. I did not see if they were using moodle or blackboard,
    • Ginny Kraus
       
      I agree that both (content and technology) knowledges need to be pretty sharp. Students are at all different parts of the spectrum on their own knowledge of the subject and need to have the resources from the instructor to help them succeed.
    • Jenny Rohrbeck
       
      I strongly agree that the instructor needs to know the content of the subject and also needs to know how to teach it as well as have adequate resources to do so. I believe the success of the students depends on the confidence and knowledge of the instructor. I took several online courses in college and without the resources from the instructor or without the instructor knowing how to navigate through the course I would have felt lost! I know several other students in the class that struggled but with a knowledgable instructor they were able to get back on track. I think this is something that can be hard even in face-to-face instruction!...I've had several teachers that weren't sure HOW to teach, while I've had others that were creative and found many ways! This is a vital part of the standards!
    • Andrea Accola-Sabin
       
      With students in our school going 1:1 next fall will help some of them. They will have more access to resources from the internet and the ability to access those resources. I also feel that the teacher needs to be available for the students to ask questions, when they still do not understand for the internet resources.
    • Aryn Kruse
       
      I taught a course using ISU's WebCT system and found that I was so busy troubleshooting the program with learners some days that the content was lost---I think this standard re-emphasizes that the point of using technology is to enhance content learning...so it's important to not let the technology usability get in the way of the content....
  • using appropriate visual web design techniques
    • Melinda Connon
       
      I noticed in Moodle yesterday that it does not lock proportions when you insert pictures. Coming from a family printing business and math teaching career, it's something I notice in amateur publications - people get skinnier without dieting or shorter without osteoporosis. It's a 21st century application of proportions -- cross curricular with graphics/math -- I had to apply it with my Earlham cardinal head.
    • Deb Henkes
       
      I hear you Melinda! Just because you can create a publication doesn't mean you 'should' create a publication!
    • Jenny Rohrbeck
       
      Melinda - I noticed this as well! I was quite surprised that it didn't lock the proportions! I am not great with technology, but this is something that I did notice!
  • Utilizes a course evaluation and student feedback data to improve the course
  • 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
    • Kelly Josephson
       
      This is a big concern to me. I feel that I am somewhat competent where technology is concerned, but I still have a lot to learn. If an online course flops, will it be because of a lack of technology skill/knowledge? Almost every teacher feels confident in the content they teach face to face, but they don't always have the confidence in the technological aspect. This is what makes them resistant to change. I think we have to be comfortable with the technological features of management software and explore the endless options that technology has to offer. This give new meaning to life-long learning!
    • Andrea Accola-Sabin
       
      I hope that this moodle course will help me imporve on this standard and benchmark
    • Deb Henkes
       
      Really good comment Kellie about a course flopping due to tech skills or knowledge. I really like the convience that online courses provide but as an online teacher if a runs into a road block you can see their faces to know that they need problems. Continual communication is the key to overcoming some of the those issues. I think that being an online teacher is more demanding than a face-to-face class!
    • gfrolekclark
       
      I think it is important to learn new tools--but experiencing them as a "student" in a course such as this, adds a different experience that I think is important to teachers. Since I am NOT experienced in many of these areas--I am finding myself not only trying to manage content, but also the technology. For some students that won't be a problem--for others, it could be an issue.
    • Kim Cline
       
      I think it is so important that teachers know HOW to use the sites effectively, and which ones are appropriate to use for the correct assignments. Too many times I think online activities are used to simply fill time, and not to get the students thinking critically. Therefore, I completely agree with the statement that says "to improve learning and teaching".
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Kelly Josephson
       
      To me this means using appropriate technology for the content standards and not just using technology for the sake of using technology in a classroom setting.
    • Ginny Kraus
       
      That is my delema with being a support teacher without a whole "classroom". While students are using technology for their projects (science or social studies, etc.) I don't use it with my students because my curriculum is direct instruction so I won't use it just to meet a "use of technology standard".
  • 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
    • Andrea Accola-Sabin
       
      Moodle should make this easier to use different learning styles
    • Deb Henkes
       
      Absolutely! What are tech strategies to maximize differentation to make learning more engaging for the student?
    • Jenny Rohrbeck
       
      I think this area could be boosted a bit. From a special education teaching perspective there need to be a few changes before students with special needs are able to navigate the system easier. I have taught students with visual and hearing impairments, therefore, I am thinking of the print needing to be larger, possible sign language interpretation video links, etc. I hope these are things that are being worked on or that are already in the works that I haven't seen.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Joe Doerges
       
      It is important that teachers be exposed to different technologies so they cannot only find ones that will or will not work for them, but also know what is available. The problem is finding time to investigate/explore and then implementing them into the classroom.
    • Rebecca Clausen
       
      Before starting this class, I had no idea of the tools that are available. It seems that when I go to investigate one, it leads to looking at another and another. This is a time intensive search process. I would love to see videos of how many of our classmates are already using these technologies.
    • gfrolekclark
       
      Agreed. Finding time to keep up on what is out there is important--that's what I like about communities of learning where people can share what works/doesn't work, etc. It helps when people share what they use/like.
  • Provides substantive, timely, and constructive feedback to students
    • Joe Doerges
       
      This might be something that teachers might find overwhelming. You have 4 section of American History. Each with 30 students and now they are all sending you questions, posting to forums and other activities that you need to check. How much time is this going to take? When will your teaching day end? When you post to a forum, it does not post until after 30 minutes.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Jenny Rohrbeck
       
      This stuck out to me because again it is something that is important in both face-to-face and virutal classrooms! If any of these are missing students will feel disconnected to the course and probably will not do as well. If you are positive, interactive, etc your students will also take action to do these things!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Jenny Rohrbeck
       
      I would like to see more professional development in these areas. In our school we were offered the chance to take this class by an email being sent out by our superintendent, which was great, but unfortunately not many of our staff members took this opportunity. I believe if there were more of a "push" to take these courses or to enhance our learning in technology there would be more advancement in this. I am not much of a "techy" (if that's the way it's spelled) and I've found myself fretting over how to complete many of the activities or if it's done right. If I were expected to teach a course online my lack of confidence would lead to my students lacking confidence as well.
    • gfrolekclark
       
      You are so right! What do you think would have motivated your colleagues to take an course?
    • Kim Cline
       
      This is so important, since we all know how quickly technology changes! Staying current is a must!
  • Assists students with technology used in the course (Varvel III.C)
    • Rebecca Clausen
       
      I have really been struggling with the technology of this Moodle class. Our instructor has been very prompt with her helps and that has kept me going. I am concerned that many of our adult learners (teachers) may be intimidated like me by the technology of this type of learning and therefore not use it. It will be very important to have adequate staff development available in order to make all of the wonderful class content that will soon be available accessible to everyone.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • gfrolekclark
       
      Teaching student's about appropriate/acceptable behavior is important. For those of you whose schools are 1:1 schools, how often have you needed to do this? Any problems that came up?
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Karen Thilges
       
      Every class must have collaboration and interaction among all people involved teachers and students. Some students are going have no problems communication via a computer class. Other students not going to be as comfortable communicating via a computer class. Some students will not follow proper etiquette communicating. This concerns me.
    • Kim Cline
       
      My students really enjoy learning when they are doing it collaboratively! All students are putting forth effort because they all want to be using the computers to learn. I need to work more on the student-content part of this standard.
  • Understands the differences between teaching online and teaching face-to-face
    • Karen Thilges
       
      Right now as I am creating my own moodle course I am having a difficult time deciding what materials would be best used online and which would be better used in a face-to-face class. Knowing which materials to use and how to present those materials is very important. On-going professional training in this area would be great. We need to remember that learning online is not going to best for all students.
    • Aryn Kruse
       
      I wonder how this is operationalized? What do you all think is "evidence" of this standard?
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Kim Cline
       
      Keeping the integrity in the assignment is always important and respectful to the students. Keeping students' integrity and respect intact is also part of the teacher's responsibility.
  • 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)
  • 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)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Rebecca Clausen
       
      I have always been a heavy reader to keep up with research and knowledge in my professional growth but I have just learned through this course of resources like Diigo that will be such a help in connecting with other professionals and what they are also learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
       
      I think getting to understand individual student motivation through online classes will be difficult unless time is given to getting to know your students. Motivation can be such an individual thing.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Linda Root
       
      This is very important in both a traditional and online class. The instructor needs to be specific on the course outcomes and expectations. Students need to know what the course will cover and how the student will be asked to show learning.
  • • Creates a safe environment, managing conflict
    • Linda Root
       
      I find this very interesting. I realize not all web based technology provides a safe learning environment for my students buy of all the discussions I have had over the past year about students and technology, not once did I think I might need to deal with any type of behavior problems or managing conflict in my online course.
  • ability level, multiple intelligences
    • Erin Siefken
       
      I think online learning lends itself nicely to differentiation. We cab easily work to the different levels and learning styles without creating much extra work for ourselves.
  • 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)
    • Ann Longfellow
       
      It's difficult to appropriately use on-line learning since there is such a wide range of learning abilities and levels of computer knowledge in a classroom. For a student who doesn't know English, for example, this can be even more challenging than a "regular" classroom experience.
    • Dean Whaley
       
      The ability of being able to acomplish this is difficult in this area due to the wide-range if the abilities of students just in computer knowledge. In one project I assigned last year that took additional two days because I had to teach the students how to make a power point presentation. Something they should of already known how to do. Those student that still don't have internent at home were at a disadvantage.
  • 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)
    • Ann Longfellow
       
      I think technology allows students to really effectively interact with each other to create a project. I have my students make and edit videos in iMovie. I have never had such a collaborative and high quality product that we can view and evaluate as a class.
    • Dean Whaley
       
      The ability to create and edit a project on-line gives the students a chance to work togeather without having to be in the same room.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • Kim Cline
       
      Knowing how to evaluate materials and make sure that they are enhancing learning and not just providing "busy work" makes the lesson respectable and meaningful to our students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  •  
    I think student feedback data is essential to any course. In college, a stat course had been revised due to student feedback (frustration with the complexity of the stat tools). The new tool was much easier to learn and students could learn the material.
jbuerman

Array - SoftChalk - 1 views

  •  
    How to integrate SoftChalk with Canvas - includes Canvas integration guide
sarankin

ollie1 (Peterman): Iowa Online Teaching Standards - 40 views

  • Has experienced online learning from the perspective of a student
    • ames726
       
      I feel that this is essential for any teacher of an online course.  Just as a classroom teacher  has at some point been a student in a classroom, so should a teacher of an online course have been an online student.  It is an imperative experience that provides empathy and understanding that would otherwise be absent
    • ljhlaura
       
      I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
    • clmensing6
       
      absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
    • kelleyneumann
       
      I agree.  I think this applies to all teaching, not only online teaching.  Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
    • cwhitebotello
       
      The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through.  Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
  • 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
    • ames726
       
      My concern here is with the word "or."  My opinion is that the correct word should be "and."  Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
  • 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
    • ames726
       
      I agree that learning theories are an integral part of teaching.  This ties to the annotation I made under standard 2.  Having this knowledge is an innate feature of meeting the professional teaching standards established.
  • ...47 more annotations...
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljhlaura
       
      I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • ljhlaura
       
      I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
    • ames726
       
      I am intrigued by this thought.  the term "fair use" seems vague and undefined.  I agree that online courses do seem particularly suited to drawing material from the internet.  Perhaps examples of acceptable use vs. unacceptable use would be helpful.
    • ramonasatre
       
      This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
    • Adam Cox
       
      I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
  • Networks with others involved in online education for the purpose of professional growth
    • ramonasatre
       
      I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
    • stitesm
       
      You are correct.  Networking is the best way to learn.  It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
  • Understands student motivation and uses techniques to engage students
    • ramonasatre
       
      Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
    • hstaebell
       
      Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • senoracoffey
       
      As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. 
    • Adam Cox
       
      We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
    • cwhitebotello
       
      This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic.  As a teacher it requires allot of time and self discipline to attend to. 
    • sarankin
       
      Getting feedback on student work is key for motivating students to work hard daily.  Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes.  If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due.  This feedback would allow for students to know if they are on the right track as they are working on it.  
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • senoracoffey
       
      Having reliable, quality, affordable software to support learning is hard to come by. 
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • Adam Cox
       
      I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
    • Adam Cox
       
      Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Adam Cox
       
      Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
    • disneygal
       
      My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes.  We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated.  AND, I would love to know how to encourage more course feedbackk!
    • Deena Recker
       
      When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information. 
  • Incorporates social aspects into the teaching and learning process
    • Cari Teske
       
      Collaboration is key to a successful online course.  It is not enough to read content and complete assessments.  A student needs to be actively involved in the learning process.  This is where discussion forums become important as do the activities that you are directly involved with during the class.  Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided.  - Cari Teske
  • 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
    • mcgillicutty
       
      As teachers we need to follow the 21st century technology standards.
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • mcgillicutty
       
      It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
    • paulboysen
       
      Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
  • 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)
    • paulboysen
       
      With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • stitesm
       
      Very important for all instructors on either side of the screen.  Keep current on new research by reading, taking classes, collaborating and networking. 
    • cwdorman
       
      Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
  • 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)
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • shawnaharris
       
      Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • shawnaharris
       
      There is a HUGE difference between face-to-face and online learning/teaching.
    • Cari Teske
       
      Very true.  Also, between blended and those mentioned above.  Strategies used need to be developed to provide learning to be at it's optimum.  
    • janevolden
       
      I feel there is a definite challenge that is larger barrier than teaching face-to face.  You must get your thought across without that personal face-to-face and not loosing anything in the interpretation.  you must also feel as though you have your message getting across ....quite a challenge.
    • sarankin
       
      I agree that there is a huge difference between online and face-to-face teaching.  I also believe that some people think it's "easier" to teach online and takes less time.  Actually I think it takes more time!
  • Continuously
  • evaluate
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • verploeg
       
      Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words.  In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains.  And edits and deletions may be impossible.  With this comes responsibility.
    • kelleyneumann
       
      This is a huge concern in our building since going 1:1.  Students don't understand that they can't copy and paste something word for word from the Internet.  I have had students simply change one or two words and think they can all it their own. 
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • paulboysen
       
      https://diigo.com/08anyu This is a test.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • paulboysen
       
      https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course.  Data often show gaps in instruction.  It also indicates areas that may need to covered in more detail.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • paulboysen
       
      https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach.  If a student is having a problem, talking with the student in a normal calm voice can beneficial.  Sometimes, things just blow up and then the main goal is to keep the students safe.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
       
      This corresponds to teaching mathematics. One MUST know the content at grade level, what content comes before, and what content comes after.
    • cwdorman
       
      This would seem to be pretty essential as one must know the content well in order to teach it effectively.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
       
      I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
    • stitesm
       
      Good comment!  Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.  
  • presentation of the conte
    • stitesm
       
      This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
  • Understands and uses data from assessments to guide instruction
    • verploeg
       
      Teaching is all about constantly tweaking the material to meet the students' needs.  What worked a year ago may not work at all with the current students.  
    • Cari Teske
       
      Yes, reflection is always good.  But, often times it needs to happen during the course.  As instructors we often assume that others will be able to follow along with the instruction.  When that is not the case, material needs to be retaught.  In a face-to-face classroom, one can observe the students.  In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.  
    • Deena Recker
       
      I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • verploeg
       
      Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism.  Translating into their own words hasn't been done and yet they don't understand that they are stealing content.  We, as educators, must establish the guidelines for writing with integrity.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • verploeg
       
      Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
    • kelleyneumann
       
      This is essential to any online course.  Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • verploeg
       
      With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic.  Prudence would need to be taken.
    • disneygal
       
      The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • abbys213
       
      It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
  • Assists students with technology used in the course (Varvel III.C)
    • abbys213
       
      This class is helping with that!
    • mikedemario
       
      This is important.  I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
    • mikedemario
       
      I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
  • Knows and aligns instruction
    • deb loftsgard
       
      It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
  • instructional strategies
    • deb loftsgard
       
      In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
  • planning, designing,
    • Cari Teske
       
      When starting an online class is important to design it with the end in mind.  What do you want students to know by participating in this course?  Planning and designing how to get to those goals is critical.  It can often be difficult for instructors to 'unlearn' what they are already know.  In a regular classroom they pick up clues by observing the students as to whether they understand the content.  That is much harder to do in an online environment.  Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
    • janevolden
       
      I really feel that I am working on aligning my course to the Iowa Teaching Standards.  I LOVE standards....think it is such a great thing for all. 
    • matt66ludwig
       
      If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  •  
    As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
  • ...1 more comment...
  •  
    Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
  •  
    Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
  •  
    I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
Joanne Cram

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • scampie1
       
      This is so critical and demands deep understanding of the content domain and skill domain of a subject. Please can we have subject experts teach from grade 1?
    • joycevermeer
       
      This is all about scaffolding children's (or adult's) learning. We need children to be in the zone of proximal development to get optimal learning.
    • Bev Berns
       
      Sometimes assessment of learning is an afterthought to planning and guiding instruction.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • scampie1
       
      Since my area is math, here is an excellent brief on these ideas with examples in math: http://www.nctm.org/news/content.aspx?id=11474
    • Deb Vail
       
      I love these questions; they make perfect sense. I don't know that I ever formalized this reflective process with students but no doubt I should have. When time was short (which it frequently was) I cut the reflection. Even when I cut it, I knew this wasn't a good practice. 
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • scampie1
       
      This is critical when teaching adults. I feel this course has been a good example of this also.
    • Joanne Cram
       
      I had the same a-ha with this statement. When a student feels comfortable within the learning environment, they are allowed to respond and work more freely.
  • ...31 more annotations...
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • scampie1
       
      Paige Keeley offers many strategies for formative assessment in her books. I wish she wrote one for use online, but some of her ideas could be adapted. Partner Speaks could change to Partner writes and have feedback to whole group be based on what partner's work or strategy was.
    • Kristina Dvorak
       
      These are some of my favorite techniques for student assessment and engagement.  The critique is a major part of art education and the more I do it, the more I enjoy it...I think the students tend to feel the same way.  
    • Joanne Cram
       
      This is where rubric perfection is key. The better, more fine-tuned a rubric, the more sensitive it can be to student assessment.
  • 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.
    • bgeanaea11
       
      It's very important for everyone to get on th esame page with this definition and truly understand the intended use of formative assessments- to adjust teaching!
    • Nicole Wood
       
      I agree. I also think teachers need to be reminded at times that formative assessments provide "feedback to adjust ongoing teaching and learning." I think sometimes teachers administer what they would call formative assessments, but don't use the information to drive instruction.
    • Lynn Helmke
       
      And when educators do not use the information to drive instruction, it is not formative assessments.
    • Deb Vail
       
      Formative assessment is hugely important to guide teachers' instruction. 
    • Kristina Dvorak
       
      I think it is also important to remember that it isn't just for teachers...the learner needs to be involved in the process and more than just as a resource for gathering data.  The learner and teacher go hand in hand as a part of this process. 
    • Adrian Evans
       
      There are, unfortunately, too many who see formative assessment as a data collection tool only, as opposed to an instructional resource. This, of course, needs to be changed.
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • bgeanaea11
       
      YES!
    • joycevermeer
       
      And really, if you are not going to use assessment for this purpose, why would you do it?
    • criley55
       
      Great reminder that it is for the STUDENTS and not just the teacher!
    • Joanne Cram
       
      The fact that there are so many definitions of formative assessment can be frustrating. In all of my training, Rick Stiggins in the author who's opinion on assessment most closely matches my own beliefs.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bgeanaea11
       
      The process is the assessment:)
    • Deb Vail
       
      I think the word process is key here. There should be several formative assessments along the way in each unit to inform teachers and enable incremental changes along the way. 
    • Diane Jackson
       
      I think that is the key too. "A process of strategies that the teacher can implement during instruction" to "elicit evidence of student learning to inform and adjust instruction." So important to adjust instruction for best learning outcome for student.
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.
    • bgeanaea11
       
      I see so many who forget to involve the student in the process and it results in low student engagement because they feel it's "not about them" and there is nothing they can do to change the outcomes.
    • Kathleen Goslinga
       
      I've seen this as well while working within different classrooms. Students need to be included in the process and be given more responsibility for their learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bgeanaea11
       
      To me, this is key and all too often missing.
    • Lynn Helmke
       
      Descriptive feedback is very important.  How often have teachers just written standard phrases such as "well done", "way to go"..... But, to do descriptive feedback takes quite a bit of time.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • bgeanaea11
       
      I truly wish everyone could see that everyhting is built upon this foundation:) I think this should be #1 of the 5!
    • Kathleen Goslinga
       
      I agree. The more we work together the better the outcomes and desire for students to be actively involved with their own learning.
    • Lynn Helmke
       
      I think that Number 5 sums it all up. Collaboration between students and teacher makes it all happen if everything else is in place: instructional outcomes and criteria for success.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • jbdecker
       
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
    • Bev Berns
       
      True! And, the survey, journal and forum activites could support formative assessment in the online space through student reflection of learning.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
       
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
    • Nicole Wood
       
      Wow, I never really sat down to think about it, but I agree that LMSs should have a component that allows students to monitor their progress more than just through the grade-book. It would be neat to see a type of "student data binder" as a component to online learning. It is critical for students to know their goals and take ownership in their learning.
    • ajbeyer
       
      So many times the teacher forgets to share the learning goal with students and then the student doesn't know what he/she should be working towards. It's important for the teacher to make clear what the goal is and for the student to have a plan to be sucessful.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jbdecker
       
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
    • Lynn Helmke
       
      This attribute reminds me of a well-written and well implemented IEP.  When educators were working with legislators in 70's on 94-142, the concepts of formative and summative assessments were being applied.
    • Kristina Dvorak
       
      I agree with you, Lynn.  This idea seems very overwhelming when applying it to multiple classrooms of 25 students.  The idea of learning progressions is a good idea, I think that most teachers do this without thinking about it in these terms. 
    • Joanne Cram
       
      With all of the new legislation coming at us with Chapter 62, this is going to impact us greatly as educators. This achievement gap has got to be figured out- how do we quickly, and effectively move students through that gap towards mastery?
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • jbdecker
       
      This sounds really familiar!
    • Kathleen Goslinga
       
      This reinforces our group work from week two and the importance of creating an assessment rubric whereby students know from the beginning what is expected. We need to provide students with the criteria being assessed and what is consider exemplary, proficient or may need more work.
    • Lynn Helmke
       
      I agree, Kathleen. Students need to know what is expected/criteria with clear examples.
  • 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.
    • jbdecker
       
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  
    • Diane Jackson
       
      I agree that teacher modeling is important when having students peer assess. Students need guidelines and need to be able to give feedback.
  • necessary instructional adjustments can be made
    • Nicole Wood
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
    • Adrian Evans
       
      Sometimes formative assessment can be done during class time, as a simple, "does everyone understand this?", or a "fist to five" or even thumbs up/thumbs down.
  • integrated
    • Nicole Wood
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
    • Kathleen Goslinga
       
      I agree with you Nicole. If we are truly assessing how the student is performing and the goal is to close the achievement gap the assessment process needs to be integrated throughout an instructional unit.
    • Kristina Dvorak
       
      I agree with this statement.  It should just be a part of what we do, but it is important not to forget why we are doing it.  
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
    • Bev Berns
       
      In sharing goals for learning with students, it should be more than a list of standards to meet or a rubric to an end product. There should be a progressive look at a student's growth that are not tied to formal grading, but to identifying what a student can and cannot do.
    • Kristina Dvorak
       
      Yes, learning goals help the students know what is expected of them.  I agree, it should be more than a list of standards.  These learning goals should be written in the students language.  That is why I really like "I can" statements, even at the secondary level. 
    • criley55
       
      It is so important for students to know exactly what their expectations are so they aren't guessing at what it is the teacher wants them to learn.
    • Joanne Cram
       
      With many schools moving towards standards based grading, this is essential when moving students through education and assessment.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Nicole Wood
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
    • joycevermeer
       
      I agree, being reflective needs to be taught. Students need to be reflective of their work and teachers need to be reflective of their work. Not only do they need to reflect, but they must also think of ways that reflection can inform instruction.
    • criley55
       
      Feedback won't be as effective if it is not taught and modeled by the teacher.
  • receiving frequent feedback
    • Kathleen Goslinga
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
    • jbdecker
       
      I really liked this approach as well.  We should be looking for more ways to encourage the repetition of positive behavior then always pointing out what is wrong. 
    • Kristina Dvorak
       
      This is a good approach for peer assessment.  It give enough encouragement to balance the items that need work. 
    • Diane Jackson
       
      I like this idea. Using "two stars and a wish" students need to look for positive things as well as one thing that needs improvement. This focuses on the positive.
  • The students must be actively involved in the systematic process intended to improve their learning.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Diane Jackson
       
      The common theme in all five attributes is the teacher and student working together in the learning. Or as attribute 5 says "partners in learning".