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ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

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

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

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by crystalseier on 20 Feb 18 - No Cached
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      I agree with this 100%! It takes a lot of time on the front end to set something like this up, and then the teacher has to be ok with some chaos in their classroom as students go in every which direction.
    • christopherrush
      christopherrush on 03 Mar 18
       
      That's one of the basic infrastructural needs that seems to get overlooked: actual space to do this. Our classrooms barely have enough room for tables and chairs, let alone stations for multiple learning environments.
  • One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      This control is hard to give up! When I know we can learn something in less time and in a more "clean" fashion, it's hard to let students get messy, but sometimes it's worth it!
    • crystalseier
      crystalseier on 03 Mar 18
       
      I agree that it can be difficult to release complete control and avoid jumping in and pointing out an 'easier' way. It is worth it though to see students take so much ownership and pride in their learning!
  • Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      I also use this strategy. It makes it less personal and the students decide between themselves who is going to move, rather than it seeming like I singled one of them out.
  • ...19 more annotations...
  • It makes them feel that they are part of the process, not powerless
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      This is such a huge component! Part of our purpose as educators is to empower students, so this a great way to do that!
    • crystalseier
      crystalseier on 03 Mar 18
       
      I completely agree! The ideas and themes of this article also help to illustrate the point that giving students ownership can happen in small steps and strategies, which makes it seem much more attainable and less intimidating for teachers.
  • motivation is integrally connected to achievement
    • mriniker
      mriniker on 20 Feb 18
       
      Grit!! We learned the importance of motivation in learning achievement in another class. I have also discussed with 5th and 6th graders the importance of grit, ultimately they have to take charge of their learning. Here is a link to a Ted Talk https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance
  • Ongoing assessment of performance at every level of the system is needed to successfully personalize teaching
  • unique needs and preferences
    • christopherrush
      christopherrush on 03 Mar 18
       
      I keep seeing "individual needs" and its variants, but no one seems to be able to define it or give specific examples. Is it just "deficiencies in basic educational content and/or skills"? And preferences ... are we still talking supplemental or the entirety of a class/curriculum? I am probably wrong, but I keep getting the impression Personalized Learning keeps getting put up on this pedestal because of its potential when done well, but not too many proponents seem willing to comment on the pitfalls beyond "well, you need everyone on board" and "it will take time to get used to it" and other ancillary notions.
  • Although it is not the focus of a student-centered classroom
    • christopherrush
      christopherrush on 03 Mar 18
       
      It isn't? Everything we've been looking at indicates computers and tablets and the like are essential to do this (except for the million-dollar grade school classrooms that have a dozen "dive into whatever you want to do" stations). I would love to hear more about how technology is not the focus of enabling student-centered learning.
  • because it’s an important skill
    • christopherrush
      christopherrush on 03 Mar 18
       
      But is it, though? How much longer before college application essays go by the wayside? The author seems to be saying this with all the enthusiasm of a weary teacher saying "we should still teach how to balance check books." Don't get me wrong, I'm a huge fan of essays and articles and papers and theses, but I've also sat through Teacher Workshops in which experts told us only English classes should be doing papers, since students should basically learn the skill and do more enjoyable things in other classes. Sort of like this article here. But, if it's a "skill" only for one class, and a class fewer and fewer are taking in college or 'needing" after school years, why are we saying it is still important?
  • videos are better than face-to-face lectures because they can skip forward
    • christopherrush
      christopherrush on 03 Mar 18
       
      I don't want to have a Jim from The Office eye-brow raising moment here, but it's difficult not to. This sounds all great, especially the "rewind" until mastery notion, but are students so capable of handling video lectures they will truly utilize them correctly? I still fear the temptation to treat computer-driven learning as less real than in-person/in-community learning. And I don't say that to be the Keeper of the Lecture Stronghold. Everything on the computer/Internet is designed to be fast, flashy, shallow ... why would they consider school stuff less so? Sure, the "good students" will, but they would regardless of the medium, wouldn't they? If this continues, is there a need for us to even be teachers? Why not just put all our courses on pre-packaged flashdrives and download sites and implement a pay-by-the-class access fee? Have we taken the notion of "teaching ourselves out of a job" in the wrong direction?
  • continuously
  • to a story
  • research process
    • christopherrush
      christopherrush on 03 Mar 18
       
      So is this an "English" class? It's all been so vague, it's been hard to tell except for a few notions about reading a story above. The generalities have been wholly unhelpful. Where are the specifics? Instead of saying "I use videos to create meaningful experiences and Web sites to beget actionable feedback opportunities," I would have rather read about actual tools and programs and in-class activities. Does anyone outside of the English/Research world find this practical?
  • discover authentic ways
    • christopherrush
      christopherrush on 03 Mar 18
       
      This is exactly what I'm talking about above. What does this even mean?
  • The students won’t get a real grant, but they will receive public recognition for the winning project.
    • christopherrush
      christopherrush on 03 Mar 18
       
      How is this better? I'm not saying I'm opposed to effecting "real change," but as with so much of this article, the heart of the issue is either implied or missing. How has the change of format demonstrated an improvement in the general abilities of students to demonstrate research/writing skills?
  • I mean it is easy for me to learn because I can pick assignments that let me do my best work.” I strive to make my classes that kind of “easy” for every student I teach. Across the board, my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology. I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • christopherrush
      christopherrush on 03 Mar 18
       
      And again, this is just ambiguous enough to sound good, but what does it mean? Busy work is still busy work regardless if students are "engaged" or bored. By "assignments that let me do my best work" are we talking "I can do things I'm already good at"? I fear that is an area of Personalized Learning many students will exploit (for lack of a better term). If they are given the opportunity to do things they already like or are good at, why would they ever challenge themselves to do anything else, learn anything else, risk anything else? Are we prepared for Speech Classes in which students do Screencasts or Prezzis all semester long and never stand up in front of an audience and look people in the eyes? Is that the "genuine learning" PL and technology are giving the next generation of politicians, lawyers, doctors, teachers, diplomats, and the rest? (This is where you tell me how far afield I am. I would genuinely be glad for some alleviation.)
  • When they are given the option to decide what they’re going to do, whatever the product is, it’s theirs—giving them ownership and responsibility for their own learning.”
    • bennettfr
      bennettfr on 03 Mar 18
       
      I think as teachers, we all want our students to take ownership and responsibility for their own learning, but I question if simply giving them a choice is enough to accomplish this. I've often given students a choice in my math class, such choose five problems or you pick the odds or evens.
    • christopherrush
      christopherrush on 03 Mar 18
       
      That's a good point - if it isn't a meaningful choice, it's not really any choice at all.
  • I worked with Modern Teacher to understand the shifts in pedagogy necessary to transition to blended learning. And I compared my lesson structure to those I saw on a trip to the iZone (Innovation Zone) in New York City.
    • bennettfr
      bennettfr on 03 Mar 18
       
      I'm going to have to check out theses two resources for myself and see if they can help me.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement.
    • bennettfr
      bennettfr on 03 Mar 18
       
      This is exactly what I was referring to in my post on the first article. Is simply providing choice enough to motivate? Now I know it's not always enough and hopefully will get some sense of what else I can do!
  • people who believe they will succeed during challenging activities tend to be more motivated. However, if tasks are perceived to be too difficult, motivation is likely to suffer.
    • bennettfr
      bennettfr on 03 Mar 18
       
      This is often the most challenging aspect of motivation. As many of us know, math is often the class perceived to be the most difficult. I know even for myself, math was challenging when I was in school. Students who have failed over and over again, often move into the arena of learned hopelessness and figure it is better to not even try, then to fail again.
  • “You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.”
    • crystalseier
      crystalseier on 03 Mar 18
       
      Allowing quiet time for students to reflect is important, but I have found that classroom noise (more often than not) is a product of student discussion and processing information together. Silent learning environments aren't a reality nor should they be.
  • When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • crystalseier
      crystalseier on 03 Mar 18
       
      This statement helps to clarify that personalized learning is so much more than just giving students access to technology. When done purposefully by well-informed teachers, personalized learning can help maintain high expectations for students.
anonymous

The Wrath of Khan: ISTE - 0 views

www.iste.org/...The_Wrath_of_Khan.aspx

shared by anonymous on 18 Nov 11 - No Cached
  • anonymous on 18 Nov 11
     
    Online learning or any classroom needs more than the basic video flashed on the screen for deep learning. Khan has provided what some learners need.
Kim Foley-Sharp

ISTE - International Society for Technology in Education - Home - 0 views

www.iste.org

moodle_iowa technology edtech resources

shared by Kim Foley-Sharp on 06 Feb 17 - No Cached
  • Kim Foley-Sharp on 06 Feb 17
     
    This is a great resource for national technology standards for not only students, but teachers and coaches as well.
Diane Jackson

ISTE Standards for Students - 1 views

www.iste.org/...standards-for-students

moodle_iowa

shared by Diane Jackson on 13 Jun 14 - No Cached
  • Diane Jackson on 13 Jun 14
     
    Every teacher should be aware of the standards for digital learning.
lsjohnson

Your kindergartner and technology | GreatKids - 0 views

www.greatschools.org/...kindergarten-technology

ollie_iowa kindergarten

shared by lsjohnson on 16 Jul 15 - No Cached
  • Technology isn’t a teaching substitute, but a valuable aid that introduces children to new ways of thinking and working.
  • Many states base their technology standards on the National Educational Technology Standards for Students. But because children aren’t tested on their use of technology, teachers are typically not held accountable for teaching them. That means technology use varies widely from classroom to classroom. Your kindergartner may have one or more computer workstations in the classroom, visit a computer lab once a week, or not use technology regularly at all.
  • To get the maximum benefit from technology, the best classrooms incorporate technology into regular lessons that develop students’ higher order thinking skills, promote creativity, and facilitate academic learning.
  • ...2 more annotations...
  • Math concepts taught in class such as shapes and patterns can be extended with the use of technology. Your child may use draw and paint software programs to do a counting activity or create a pattern. He may use a computer template the teacher has created to group objects by attributes, such as size, color, and shape. Or he may be asked to extend a pattern, deciding which object comes next. Berthiaume notes: “The class may make a counting book using digital photos, numbers, and words.”
  • What you might see in a well-equipped classroom Educational software that reinforces reading and math skills Interactive story books on a computer One computer or more in the classroom with access to the Internet and a printer Large-screen display connected to a computer used by the teacher to demonstrate a technology lesson to the whole class (If none is available, the teacher may have smaller groups gather around the computer to introduce a lesson or technology skill.) An interactive whiteboard, which is an electronic writing surface that can capture writing electronically
  • lsjohnson on 16 Jul 15
     
    Technology benefits kindergarten learning
Jill Carlson

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

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

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

"Personalized" vs. "Personal" Learning - 5 views

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

shared by annott on 31 Mar 19 - No Cached
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • jennham
      jennham on 31 Mar 19
       
      This is a challenge for me. How do we personalize learning while ensuring that teachers are teaching and students are learning what is expected? I do not want online learning to become just something else they do in order to check a box on Yes! I have personalized learning for my students!
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. We have a lot of boxes to tick already. Where does the accountability lie when students don't achieve their goals/what is expected of them?
  • It’s as if engaging them in learning without technology has become this impossible task.
    • jennham
      jennham on 31 Mar 19
       
      Whoa! Having kids engaged in school and in their learning is something teachers have been doing long before technology became an imperative part of education. (I realize he agrees with me. That anyone could feel this statement strongly is what I reacted to.)
    • tmolitor
      tmolitor on 25 Apr 19
       
      I thought this was interesting as well. It seems like an easy out for anyone that needs an excuse. Oh it's not the content we just can't compete with their video games.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • jennham
      jennham on 31 Mar 19
       
      How do we make this happen? I do not think that one teacher in a building can pull this off. I see this as being a monumental shift in an entire district to truly make personalized learning personal to each student.
    • anonymous
      anonymous on 01 Apr 19
       
      I think this is also one of my main questions, and something I hope to explore in this course. Does personalized/personal learning work in small doses? In the confines of a single classroom or a single unit?
    • annott
      annott on 28 Apr 19
       
      That is a total shift in thought, and I agree, how do we do it? Give me the manual!
  • ...30 more annotations...
  • personalization is “not about giving students what they want, it’s about a recommended learning path just for them.”[
    • jennham
      jennham on 31 Mar 19
       
      This really sums up, for me, the difference between personalized learning and having personal learning. I think it is the learning path that educators get caught up on. The Oh! This program scales up the difficulty if the student answers the question right and scales it down if they miss it!, type of thing. That isn't personal to the student at all.
  • This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      What do you do with students that work at a slow pace and can't meet deadlines? That may lead to more of a teacher directed approach to speed things up.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I think this would be a hard sell in the high school where the smarted kids would complain about having to do more than the other students. They would say that its not fair.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you both bring up really good points. How can you even grade something like this when one student does twice the work of another?
  • We can truly individualize the classroom by using data-driven platforms to continually assess and track progress through any given curriculum and provide the most relevant content or resources to any given learner based on specific needs or learning styles
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      Technology is amazing. There are so many tools out on the web that I haven't even used yet. I amazed how kahoot, quizizz, and google forms can assess and track data. It is scary to think what the next five years may look like in education and especially the tools we will have access to.
  • But I marvel how that, in many schools I work with, the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      There is a lot of truth to this. The problem is not only is this the truth in schools but households as well.
    • k_gibson
      k_gibson on 02 Apr 19
       
      We can't stop the technology train, nor should we. Tech, when used responsibly and effectively, is an invaluable tool in our society and schools. The key here is 'effectively.' Too many educators put kids on computers to look cool,"Hey, I'm using technology!" However, in reality, it's busy work and low-level thinking. What we ask students to do with technology is key to creating a truly PL classroom.
  • Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      How would this work? The 3 most important things in my son's life are Fortnite, socializing with friends, and sports. Where would the balance be if they were in charge of designing their own courses?
    • anonymous
      anonymous on 01 Apr 19
       
      Depends on the topic, of course, and hard to motivate either way- but there is reading/writing/communicating in social media, Fortnite, and sports. There is history in sports. Math in sports. I'm sure your son uses our fundamental skills and builds new knowledge using the things he loves.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I think to ensure that learning happens outside of the classroom, we need to shift education to a trade school model, where students are shadowing professionals, choosing apprenticeships/internships, etc. during normal school hours. These experiences would replace some of the traditional classes during the school day.
  • 2. Education is about the transmission of bits of information, not the construction of meaning.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I disagree with how this statement is written. Education isn't entirely about the transmission of information, but information is still important and shouldn't be dismissed. Education can't be an 'either/or,' it must be a 'both.' Students need information in order to apply it, design, and create. Without information, there is a huge gap left in their learning called 'ignorance.'
    • anonymous
      anonymous on 07 Apr 19
       
      I agree with your statement- I had to re-read this section a few times to understand exactly what they were getting at. I think the idea here is that students should be choosing/finding their information, though, not having that information 'delivered' to them.
  • same knowledge
    • k_gibson
      k_gibson on 02 Apr 19
       
      Every person/child is unique. I agree that skills, and to a point knowledge, should vary. However, there is a certain well-rounded nature we want children to possess to be successful in society. Hence why we created a common set of standards, like Iowa Core. There should always be certain skills and information we set forth for children to learn. Then, there should be an element to learning that opens up new experiences and opportunities for exploring interests. Balance is important, I think.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I teach History and Government. There is some information that must be had by all. The method, delivery, way can be different but none the less some items must be covered.
    • anonymous
      anonymous on 07 Apr 19
       
      I unfortunately don't remember the source, though I'm sure it's something I could look up- but I was once taught/read that a lot of the things we do is just to train our brain to do more complex tasks. We may not necessarily use all the algebra and trig we learn, for example, but it builds new connections in our brains and helps us learn and think in new ways. That's sometimes difficult to explain to students.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
  • and skills.
  • commitment to individualism yet experience a “relentless pressure to conform
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      This sounds like every teenager's experience. I wonder if there is more pressure now that we have social media.
  • learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      Is this the goal of education? Our at least one of our hidden goals that we do not measure. We only include it in our mission statement.
  • it involves collaboration and takes place in a communit
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think we often forget this part of learning. We are quick to hand students a computer and system to help students learn.
  • “Follow the money” is apt advice in many sectors of education
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think of many of the computer programs that my children use and wonder who is profiting from the subscription. It really becomes obvious when you attend ISTE and see the over the top parties that being thrown by various EdTech companies.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      As a teacher its hard to give up some control of the classroom and give students the freedom to learn in whatever style fits them the best.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I agree, it is hard to give up control of the classroom, sometimes it feels like giving up control the whole class will go crazy.
  • First, ask just about any vendor of personalization technology what the intended outcome is and, with a little prodding, you’ll get to this: better test scores.
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
  • but meaningful (and truly personal) learning never requires technology.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I have polled my students and at times they feel that there is an unnatural push towards using technology. They feel that some teachers/administrators push technology just for the sake of it. This did answer my question about In The Day Of The Life entry as my student will show the example that learning does not have to require technology.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. I teach band. I sometimes have kids write on worksheets, counting rhythms, or reflecting on something they played or heard. Their handwriting is terrible! They don't spend any time writing anymore, it is all done on computers. This, I believe is a true shame. Technology is great for a lot of things, but when we are losing skills because of its use, that is frightening.
  • authentic choice
    • mistermohr
      mistermohr on 03 Apr 19
       
      This is tough to implement. Students don't know intuitively how to do this on their own. There has to be coaching a feedback provided. I know that I have not implemented this to any degree of fidelity, but I am amazed at what students come up with on their own. They need to know they have that freedom, and that comes with the knowledge of how to use it.
    • kmolitor
      kmolitor on 03 Apr 19
       
      It is important for students to have the freedom to choose things that are meaningful to them. When that happens they buy into learning.
    • taylormunson
      taylormunson on 07 Apr 19
       
      I agree that this is tough to implement but I think it is a critical component. The freedom of students getting to play a key role in their own learning is so fun to watch. I am amazed when I see even a small taste of this, the difference in the students' attitudes and motivations.
    • tmolitor
      tmolitor on 25 Apr 19
       
      When students are given an actual choice, it does seem to make a world of difference in their efforts. It also seems like they are more excited for class, and sometimes even upset when the period ends.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • mistermohr
      mistermohr on 03 Apr 19
       
      I love this line! We have to help students do things for themselves. I don't know about you, but implementing this for the vast majority of students takes so much time in getting them comfortable with the desire to learn. I know, I know, I'm just trying to pass the buck onto someone that "should have taught them that". How do I do it? I need to only consider reality, it doesn't matter if they don't know how. They need to learn how, and that is where I need to focus my attention.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      This is a powerful distinction. Teaching kids how to do things for themselves is something that I believe is important. The kids in my school lack the intrinsic motivation to do anything, except play Minecraft. As in many initiatives in education, I think that it is not necessarily that we should make a shift from one thing to another, but how can we blend the good from all? That is, how can we blend personalization and personal learning, not just follow one or the other.
    • taylormunson
      taylormunson on 07 Apr 19
       
      Wow! This really jumped out at me. I don't think many people would acknowledge the difference between personalized and personal learning. When described like this... it really makes me think of the key distinctions that must be made. The important part is not just that we are altering our instruction to what our students like but encouraging the development of personal learning experiences and helping set our students up for successful experiences when this is done.
  • who knows each child well
    • mistermohr
      mistermohr on 03 Apr 19
       
      Who has the time for this? I say it sarcastically, but this is really a numbers game. 25 kids, 45 minutes, 90 class periods in a semester. That is 2.7 hours per student. That includes getting to know students, helping with personalization choices, decision making, monitoring learning, providing feedback, monitoring new learning, providing more feedback on dozens of standards. Our system isn't designed to foster personalized learning. We are trying to fit a square key in a round hole.
    • anonymous
      anonymous on 07 Apr 19
       
      It's true, this is definetely a system-problem. It's one of the questions I'm hoping to answer through this course. Can these concepts be used in smaller ways and have a significant impact? They do ask a lot of us as educators.
  • Certain forms of technology can be used to support progressive education
    • mistermohr
      mistermohr on 03 Apr 19
       
      I think of this as adaptive learning. it can be a valuable resource in personalization. Going back millenia, personalization began with the socratic method from Socrates himself. He was able to adapt learning through questioning, but he didn't rely on technology. He also had groups of 10 students for extended periods of time. So maybe technology allows teachers to have a larger effective reach than without it. In today's world, do you think technology aided learning is essential?
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      My school is always looking to be on the cutting edge, looking for the new shiny thing that will catch people's eyes. "Personalized Learning" is the flavor of the year this year. It is frustrating as an educator in this situation because we feel we are doing something new ALL THE TIME. Our administration has not been clear as to what it will look like for us and our kids yet. While, in theory, I think that personalized learning will have many benefits for kids, I worry about what else it is going to pile on to us teachers.
  • system of accountability in the U.S. educational system
    • kmolitor
      kmolitor on 03 Apr 19
       
      Standardized tests seem counterintuitive to innovative learning. How do we balance the two?
    • anonymous
      anonymous on 07 Apr 19
       
      If the standardized tests are on concepts/objectives that we think all students show know/understand as they progress through school, they should be general enough that students can approach them from different ways/their own ways and still achieve the objectives.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Admin is always worried about test scores and rankings but if we want to give students the freedom to learn what they want the admin may be concerned about scores.
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • kmolitor
      kmolitor on 03 Apr 19
       
      We definitely need to make sure we consider what needs to be taught first and then how can technology make it better.
    • annott
      annott on 28 Apr 19
       
      Good point Kelley.
  • best student-centered, project-based education, kids spend much of their time learning with and from one another
    • kmolitor
      kmolitor on 03 Apr 19
       
      This is so true when people have the opportunity to collaborate with one another it elevates their learning and productivity. Ideas help beget other ideas and help stimulate thoughts and create questions.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
    • taylormunson
      taylormunson on 07 Apr 19
       
      This made me think of our last forum post when we discussed the difference between "personalized and differentiation". This is what I was referring to when I said using them interchangeably doesn't necessarily work. It might... but often time personalized means student choice based and out of the ordinary.
  • For many educators that’s not the true meaning of “personalized learning.”
    • taylormunson
      taylormunson on 07 Apr 19
       
      If educators don't have the "true meaning" of personalized learning... is there a correct way of implementing into the classroom? Are implementation expectations meant to be just as flexible as the concept itself?
    • annott
      annott on 28 Apr 19
       
      Have to admit that is what I normally do? I wonder if students would be more engaged.
  • After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • tommuller4
      tommuller4 on 17 Apr 19
       
      If we really want to teach our students we need to change the way we teach. We might need to have 3-4 different ways to teach the same topic.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
    • annott
      annott on 28 Apr 19
       
      This is a very good point.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers
    • annott
      annott on 28 Apr 19
       
      That is a huge change since I started teaching 26 years ago, and we still had some typewriters in the building, and maybe 3 computers.
  • content knowledge that, as we know from experience, never gets applied in real life.
    • annott
      annott on 28 Apr 19
       
      I have struggled with this many times. Will they ever use this again?
Kim Foley-Sharp

ollie1 (Peterman): Iowa Online Teaching Standards - 21 views

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

shared by Kim Foley-Sharp on 10 Jan 17 - No Cached
  • 2. Demonstrates competence in content knowledge (including technological knowledge)
    • krcouch
      krcouch on 11 Jan 17
       
      I feel that this is important that you know the content you are teaching and able to do what you are teaching. I do feel that you should also be willing to learn new things if needed.
    • theatregoddess
      theatregoddess on 13 Jan 17
       
      I struggle with technology sometimes because it changes constantly :-)
    • dykstras
      dykstras on 13 Jan 17
       
      Constantly changing is right! Technology is the ultimate 'life-long learner' example!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      Constant learning is the key word. When it comes to technology you have to be in the constant learning mode or you will not keep pace!
  • 2. Demonstrates competence in content knowledge (including technological knowledge)
  • • 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)
    • Mike Radue
      Mike Radue on 11 Jan 17
       
      This is a healthy reminder of the why and the how we do what we do. Pedagogy is not only interesting but essential to effective teaching. Much thought should go into the nuances of online learning and how activities and interactions should be structured to capitalize on and enrich learning.
    • aricriede
      aricriede on 12 Jan 17
       
      This is an issue that I see with my the teachers I am currently coaching. Developing lessons that are age and ability level appropriate can assists with many other issues that arise in a classroom because it will keep the students constantly engaged.
  • ...31 more annotations...
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • Mike Radue
      Mike Radue on 11 Jan 17
       
      I think the core of good teaching is relationship and community building. This is an essential component to facilitating rich learning experiences for traditional and online students alike. in particular, I feel being approachable and interactive are especially important when evaluating a learning environment.
    • saladinoj
      saladinoj on 12 Jan 17
       
      This standard is so helpful and it does help build relationships
    • dassom
      dassom on 14 Jan 17
       
      In the future if/when we start creating online learning opportunities for the staff it will be nice for teacher in the same building to talk about the class they are taking. We are getting that kind of experience with us all being in the same cohort.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • krcouch
      krcouch on 11 Jan 17
       
      Once again experiences help us deliver good instruction. So if we are taking classes and learning we in turn become better teachers and know what struggles may happen or what worked and what didn't
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      Up until this course, I honestly had no idea how difficult it was to do everything for a course on the computer. Despite being very tech savy, I find myself somewhat challenged to manage the different windows required.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
  • 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)
    • saladinoj
      saladinoj on 12 Jan 17
       
      I really don't understand how you can adjust for different learning styles and abilities--its the same assignments for all unless you create online course that has different levels of abilities
    • blockerl
      blockerl on 14 Jan 17
       
      I think you could start by offering choice. If a student has to discuss theme in a story, their products could be an essay, a video, a Presentation, or something else. Additionally, you could create different assignments for different students if they need it. An online course would be an easy way to make that happen since students aren't necessarily seeing what their peers are producing. I know Google Classroom just made it available to provide assignments to specific students. I would imagine Moodle can do the same thing.
  • Creates a safe environment, managing conflict
    • aricriede
      aricriede on 12 Jan 17
       
      Working both in a school setting and outside of the schools, I see this as a standard that should come at or near the top of most instructors lists. I want my students to have an environment that they feel safe and want to come learn. I want my students to feel that instructors genuinely care for our students and want the best for each of them.
  • Utilizes a course evaluation and student feedback data to improve the course
    • aricriede
      aricriede on 12 Jan 17
       
      I love to give students a voice in their classroom. It can be something as big as classroom rules and expectations to something as small as a choice of what to do next from teacher selected activities, and anything in between. Giving students a voice will give them some ownership of the class and give them a reason to want to keep coming back.
    • saladinoj
      saladinoj on 12 Jan 17
       
      I need to do this because I get set in my ways and need to find out what the students would like to learn in my classes.
    • emmeyer
      emmeyer on 18 Jan 17
       
      Agreed! This is a very important, even though you may get feedback that is difficult to read. It is extremely helpful in knowing what is most effective from those that are actually completing the assignments. When students have a voice it makes it more meaningful and more effective.
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • saladinoj
      saladinoj on 12 Jan 17
       
      This is a good introduction for new students. A lot of people think netiquette is understood by everyone but some people have never been informed about proper online communication
  • University of Illinois
    • dykstras
      dykstras on 13 Jan 17
       
      ILL-INI! Love that Iowa's Teaching Standards come from the great state (and University) of Illinois :-)
    • dassom
      dassom on 14 Jan 17
       
      ME 2!
  • Networks with others involved in online education for the purpose of professional growth
    • dykstras
      dykstras on 13 Jan 17
       
      This is why I love my fellow TILTS ... and OLLIE classmates! Networking is critical for a guy like me
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      Networking takes on a whole new meaning in education, especially at the HS level. We no longer can teach in isolation. We have to work not only with our colleagues, but also the community. This includes businesses and agencies that can help us to produce well rounded students for their workforce.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • tifinif
      tifinif on 14 Jan 17
       
      I think this is so important when it comes to having student complete assignments online. In a face to face classroom communication can be easy, quick and personable. As educators we can't loose site of this when the class and assignments are online. We have to still find ways to connect and let our students know that we may not be face to face but we still care about their learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      This is just as important as timely feedback in a traditional classroom course! When the instructor is not face to face with the students it is sometimes harder to know what the next step might be, without the feedback from the previous assignment or feedback on a discussion board.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • tifinif
      tifinif on 14 Jan 17
       
      I feel that is standard is so important because at an elementary level we have a wide range of abilities. Its nice to have websites and technology that is appropriate for a kindergarten student vs a 5th grader.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
  • a variety of assessments
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      Another vision for down the road is an accessible repository for high quality assessment items linked to standards which could be pulled while our collaborative teacher teams start to build their common formative assessments.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • blockerl
      blockerl on 14 Jan 17
       
      I think this is especially important because it is hard to be sincere in an electronic space. I love when teachers introduce themselves. I need the personal touch to be more invested in the coursework. Students will need that, too.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • Assists students with technology used in the course (Varvel III.C)
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      This is so critical as we move to even more online content for classes. We need to teach our students to give credit where credit is due.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • hansenn
      hansenn on 16 Jan 17
       
      I think the first part of this goal is easier to meet now with cloud based programs like G-suite products, but it can be challenging to have middle students to stick to working together to reach a learning goal.
  • current with emerging technologies
    • hansenn
      hansenn on 16 Jan 17
       
      I think it is extremely difficult to stay current on all of the technology tools. There are the new tech tools and then the others are continually being updated. We seem to have certain leaders who are know about certain products. We all know who to ask about Google Calendar. moodle-Iowa
    • emmeyer
      emmeyer on 18 Jan 17
       
      I definitely agree with this!! I used to think that I was good with technology and doing well with new things until we went to ISTE last summer! That, along with these classes has really showed me how much I really don't know!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies
    • Heather Whitman
      Heather Whitman on 16 Jan 17
       
      I strongly believe this is the most essential part. It is the understanding of the big picture (Understanding by Design concepts from the late 90's), assessment, and how are we going to get there is the key to any teaching. This front loading, upfront planning, and focus on the big picture will ensure more learning. It is planned and not rushed. You will always need to adjust, and the moodle allows ample ways to adjust instruction as the students need it. Technology or no technology, this is the heart of teaching.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d
    • Heather Whitman
      Heather Whitman on 16 Jan 17
       
      I really struggled which to pick out as being most essential in the 2nd area and I went between self assessment and the ability to differentiate with all learners. I decided to go with the self-assessment and pre-assessment. Hattie studied thousands and thousands of strategies and found the number one way to improve learning is through reflection- knowing where I am, setting goals, and reflecting along the way. This is the nice part with online learning as it forces all students to be transparent and not blend in with the class and not engage. With solid planning for a variety of abilities in the classroom, good assessment & feedback, and constant reflection, we should see improvement in learning.
    • Nancy Peterman
      Nancy Peterman on 17 Jan 17
       
      This is a demonstration note
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • jwalt15
      jwalt15 on 18 Jan 17
       
      I feel this is essential because an online teacher should possess the content and technological knowledge necessary to design and implement coursework. If they don't know how to navigate and utilize the technology then they shouldn't be teaching online.
  • 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)
    • jwalt15
      jwalt15 on 18 Jan 17
       
      I feel this is an essential standard because learning materials and resources are the foundation of any course whether it is online or face-to-face. Instructors need to know how to select and evaluate the materials that they will use to teach others. It is the core of any instruction.
  • • 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)
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      This class is a great resource for starting to learn how to use these tools. I am curious as to how long one would have to use these tools to be confident in being able to also require students to use them. I certainly see them as a great resource, but to what extent would teaching students how to use the tools overshadow the learning that is to take place about the actual content for which the tool is being used?
  • • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      The ability for students and teachers to communicate is perhaps one of the greatest benefits for online learning. In what other educational setting does a student have the opportunity to freely communicate with the instructor about a vareity of topics without the presence of their peers.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • christymccarthy
      christymccarthy on 28 Jan 17
       
      Self-assessment are not very helpful because the user often does not answer the questions truthfully.
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • christymccarthy
      christymccarthy on 28 Jan 17
       
      Joan Walton has helped me with this class. the student-student interaction has help me with this learning process.
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      This is a critical piece. It has to start not only at home, but at the lower elementary and be consistent throughout a childs k-12 life. We also need to have consequences in place if students do not follow the guidelines. That is all part of the learning process, but cannot be a repeat continuously.
anonymous

Implementation in a Secondary Classroom (Articles) - 0 views

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

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