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online1: Iowa Online Teaching Standards - 43 views

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shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
      Evan Abbey on 05 Sep 10
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
      ksteingr on 15 Sep 10
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
      Julie Townsend on 18 Jan 11
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Checking to see if this note goes through.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
    • linda vann
      linda vann on 22 Jan 11
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • 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)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
      jalfaro on 13 Sep 10
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
      ksteingr on 15 Sep 10
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
      linda vann on 22 Jan 11
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
      denise carlson on 12 Sep 10
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
      jalfaro on 13 Sep 10
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
      denise carlson on 15 Sep 10
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
      anonymous on 17 Jan 11
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
      charles krueger on 20 Jan 11
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      This sounds like "super teacher!"
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
      Steve Van Gundy on 19 Jan 11
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
      Steve Van Gundy on 20 Jan 11
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
      ksteingr on 15 Sep 10
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
      ksteingr on 15 Sep 10
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leslie Roberts
      Leslie Roberts on 15 Sep 10
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • 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
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
      Tera Schechinger on 19 Jan 11
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important in an online environment!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Pam Buysman
      Pam Buysman on 17 Sep 10
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      How will this be measured?
    • Evan Abbey
      Evan Abbey on 21 Sep 10
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
      Eldon Bird on 20 Jan 11
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
      anonymous on 21 Jan 11
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
      charles krueger on 20 Jan 11
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • Matt Townsley
      Matt Townsley on 16 Jan 11
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
      anonymous on 17 Jan 11
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
      anonymous on 17 Jan 11
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  •  Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
      Steve Van Gundy on 21 Jan 11
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • Eldon Bird on 20 Jan 11
     
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  • bdowney on 01 Nov 17
     
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
marydermit

PLE Articles - 2 views

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

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

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

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

shared by Joanne Cram on 28 Sep 14 - No Cached
  • increase student responsibility and autonomy • strive for a more advanced and deeper understanding of the subject matter, skills and processes • lift the role and status of the student from passive learner to active leaner and assessor
    • anonymous
      anonymous on 28 Sep 14
       
      So many times teachers spend too many hours planning a process for students to read a learning target. Each student may choose a varied route to achieve a target, it is up to the teacher to facilitate and support the learning toward that goal.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm assuming you meant "reach" a learning target, but if you didn't, I'm chuckling in agreement. I don't think having the class read aloud the target of the day is a great strategy by any means (though one I've observed many times).
  • Students feel ill equipped to undertake the assessment
    • anonymous
      anonymous on 28 Sep 14
       
      YES! It takes a significant amount of time to help student understand how to think about their thinking. But, it is time well worth it because student internalize the process an start to add reflective thinking in conversation or as a natural part of their learning.
  • “Put simply, we see self-assessment as feedback for oneself from oneself.”
    • anonymous
      anonymous on 28 Sep 14
       
      It is important for me to look for success and opportunities for improvement.
    • jbdecker
      jbdecker on 06 Oct 14
       
      What am I doing well and why?  What could I improve on and can I make a plan to get there?
  • ...66 more annotations...
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • anonymous
      anonymous on 28 Sep 14
       
      That isn't surprising. Its new and could feel threatening.
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      I wonder if when initially doing self-assessment if some students would almost feel guilty about assessing themselves too positively....even if they feel they did a really fantastic job. That's where rubrics come in, right?
    • Diane Jackson
      Diane Jackson on 04 Oct 14
       
      I think that's why self-assessment really needs to be explained what it is and how it is going to be used. As students use this more, they will become more confident about assessing their progress.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      My personal opinion: I don't feel this can take place in one class. This is a cultural norm that has to be set up over many years in school.
  • elp students develop that all-important ability of looking objectively at their work and then making changes that improve its quality
    • anonymous
      anonymous on 28 Sep 14
       
      This is the life-long skill to develop!
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      Looking objectively at your own work isn't always easy. Sometimes the more work you put into it the more your think it becomes great and/or the more you struggle with it the more you think it isn't great. Sometimes how objective you are is subjective.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      True. It is hard to separate the quality of the work itself, and the effort you put into the work.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      These last sentences summarize the article.  Self-assessment does not have to equate with grading.  We need to teach people how to evaluate their own work so that they can make changes for improvement of their work. I feel that at times people are just after the grade.....pleasing the professor....not about learning. 
  • Students individually assess each other's contribution using a predetermined list of criteria.
    • Kathleen Goslinga
      Kathleen Goslinga on 29 Sep 14
       
      It's important to have a "predetermined list of criteria" that has been identified by the teacher. Followed by a practice peer assessment being completed as a group for practice. This will serve as a guide to the student(s) as they begin the peer assessment process for each other.
  • • Focuses on the development of student’s judgment skills.
    • Kathleen Goslinga
      Kathleen Goslinga on 29 Sep 14
       
      Developing good judgement skills of a student takes practice and time. Small group work of 4-5 members on a couple of sample assignments will help in learning how to identify and offer good peer assessment.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The idea of using some sample assignments as a way to help identify good peer assessment is a good recommendation. I don't think students are naturally good assessers, and this requires practice (and scaffolding).
  • 2) When assignments are low stakes
    • Kathleen Goslinga
      Kathleen Goslinga on 29 Sep 14
       
      I can see peer grading being low stakes in the beginning. However, as students start to become more proficient in their skills the teacher might consider giving them the opportunity to work on a high stakes assignment as well.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally. Before this class their self-assessment efforts were “relatively mindless.”
    • Kathleen Goslinga
      Kathleen Goslinga on 29 Sep 14
       
      Interesting how the students see the value of the self assessment and prior to this class didn't put as much thought into their work.
    • Kristina Dvorak
      Kristina Dvorak on 30 Sep 14
       
      I agree, I find when I include self-assessment regularly my students are more thoughtful about what they produce.  It is also helpful for me because self-assessment allows students to verbalize their processes.  
  • Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • Kathleen Goslinga
      Kathleen Goslinga on 29 Sep 14
       
      I agree that if a student knows how to effectively complete a self evaluation of their work then chances are they will be able to work more collaboratively in a group situation.
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      I think I agree here. I have found that for the most part students are usually honest in a self-reflection, especially if they have to provide specific evidence to support their claims rather than just a number. If the self-evaluation is just a number it is often inflated. 
  • Goal setting Guided practice with assessment tools Portfolios
    • Kristina Dvorak
      Kristina Dvorak on 30 Sep 14
       
      Key elements of self-assessment to keep in mind.  
  • t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline
    • Kristina Dvorak
      Kristina Dvorak on 30 Sep 14
       
      This sets the tone for the class and helps to avoid some of the disadvantages discussed above.  
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      I think that the steps given in this paragraph are crucial for this process to work.  It is teaching what is expected and guidance how to measure.
  • Rees admitted the guidelines were clearly outlined as to how to grade, and that the grades he received were accurate, yet it was the quality of comments that he felt was lacking,
    • Kristina Dvorak
      Kristina Dvorak on 30 Sep 14
       
      I have a lot of questions about his process.  Did he provide students with a rubric for grading? Were comments expected?  Maybe students didn't know what to comment on (organization, subject, editing, etc.)  There are a lot of variations that need to be considered.  Also, is this expectation set out at the beginning of the course?  
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      These are valid questions. The context could paint an entirely different picture. Hypothetically, though, I can see situations where he would be correct. Commenting can often be lacking, regardless of the strength of the guidelines, given a student's perceptions around how they should critique fellow students.
  • When learners are mature, self-directed and motivated.
    • Kristina Dvorak
      Kristina Dvorak on 30 Sep 14
       
      Depending on the type of class, peer feedback might not be an expectation of some learners.  For example, in an art course peer feedback is critical, but I wouldn't necessarily want (or expect to give) peer feedback in other courses I have taken.  
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is very true. Not only subject areas, but different contexts as well. It is harder to be critical when you are simply a classmate; much easier when you are a teammate on a Mock Trial team or a Basketball team, for example.
  • we have a scoring table which where I will evaluate my 3 other group members, and myself
    • scampie1
      scampie1 on 01 Oct 14
       
      I guess I would like to know if group members are not alble to resolve problems during the project before it ends. I like the idea of monitoring group chats or discussions and using wikis that allows for some awareness of how groups are working.
  • • Students are involved in the process and are encouraged to take part ownership of this
    • scampie1
      scampie1 on 01 Oct 14
       
      If students are involved in determining what they want feedback on and have the opportunity to share what they felt went well, it is more likely feedback from peers will be valued. I have used LASW protocols, for example, and teachers seem to do more collaborative feedback this way. See link: http://www.lasw.org/protocols.html
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance.
    • scampie1
      scampie1 on 01 Oct 14
       
      This is a great way to motivate students in a topic. If they can set a goal and you can support them or show how what they are learning will help them meet that goal, students gain in their learning. A bit difficult to do with younger students
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Being able to measure their performance is key. Simply going from a B to an A is a nice goal, but students often don't know how to get there. I had the goal of getting an A in my Renaissance Literature course, and was willing to do whatever it would take to get it, but for the life of me, I couldn't figure out what it would take. The grades were not connected with measurable performance.
    • Joanne Cram
      Joanne Cram on 08 Oct 14
       
      I think that while having goals visible to students to help drive achievement, it is also very effective when those goals are put into measurable conditions that can be graphed and monitored visually. This can be highly motivating.
    • scampie1
      scampie1 on 01 Oct 14
       
      When students identify what they did well and what they need to improve, you are provided with information about their understanding of the concepts and criteria.
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      Yes, the student learns about what the student knows and the teacher learns about what the student knows. It's a win-win situation.
    • scampie1
      scampie1 on 01 Oct 14
       
      Specific, measureable, aligned, realistic and timely are parts of a SMART goal if I remember correctly.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      There is some discrepancy. I learned them as Specific, Measureable, Achieveable, Relevent, and Time-Bound. Though I've seen them different in different places.
  • Grading is based on a predetermined process,
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      This is important to note- if makes the process clear and meaningful.
  • • Students will have a tendency to award everyone the same mark.
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      I feel a clear process and expectations would help with this.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      It can. Though, the term "clear" is not very clear. I've seen peer assessment tasks that are very detailed, but it doesn't mean students can actually provide good assessment. Many see this as something that will potentially make them look bad if they are overly critical... it seems to go against the proverbial Sunday School Lesson of being nice to everyone.
  • This also highlights the need to fully prepare and equip students for their own assessment and for the assessment of others.
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      Absolutely!
  • • Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      This is key!
  • • Additional briefing time can increase a lecturer’s workload
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      As long as it is valuable to the learners I think it should be worth the time;)
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme
    • bgeanaea11
      bgeanaea11 on 02 Oct 14
       
      Interesting!
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      It would be difficult, when you are so used to teachers evaluating your work, to truly assess your own work without thinking about what the teacher might want.
  • They also recommend that teachers share expectations for assignments and define quality.
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      That teachers share their expectations really makes it self-assessment, not self-grading.
  • There are ways of framing and then using self-assessment
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      I think this is a good skill not only for the current time and place, but also a skill students can use throughout their life. If they can learn how to effectively and objectively look at their work, they will become better and better at it in all areas of their life.
    • Joanne Cram
      Joanne Cram on 08 Oct 14
       
      I think this is a good case in support of using rubrics- if written correctly, it's a good tool to guide self refelction in a measurable way.
  • The instructor must explain expectations clearly to them before they begin.
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      While this seems obvious and upfront, I can recall some experiences in my undergraduate work where we were expected to complete a peer assessment and this was not at all clear.  It left our conversations to be very dull and not meaningful.  We focused on very superficial things and tried not to say things that would hurt the other's feelings.  If the expectations had been clear it would have made the process much more meaningful.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think the word "clear" isn't clear. That may be a bit glib, but it is a throwaway statement to say "Your expectations should be clear". Well, no doubt. But how do you know they are clear? Clear to whom? Luckily, the author backs this up with some other paragraphs below... usually authors leave it at that.
  • Portfolios
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      I see more and more reference to portfolios as students and schools move toward a 1:1 computing environment.  However, often I find that the purpose has not been clearly articulated, and the portfolio essentially becomes a collection of student work similar to the scrapbook that my mother made of my school work while growing up.  Placing the focus of the portfolio on either a self assessment of the process or product helps to provide a context and purpose for the practice.
  • • Encourages students to reflect on their role and contribution to the process of the group work
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      I feel that self assessment done well can be extremely valuable for our students.  It focuses the the process of self reflection and forces the student to constantly look back at the criteria listed for the work to be completed.
  • “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation.
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      Unfortunately, this statement rings very true in my personal experience.  The focus of the professors often seems to be to protect their standing as the expert and power holder.  I often wonder if the constructivist centered work that is starting to take place in our K-12 institutions is impacting what is happening at the next level.
  • There are many options still to be explored. Time will tell.
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      With the growth of MOOCs as well as other online learning options I see this as an area that will certainly continue to change and grow over time.  While both peer and self assessment may offer specific challenges in the online course world, I do believe they can have a place in assessment.
  • critically review their own work with an eye for improvement.
    • Travis Wilkins
      Travis Wilkins on 03 Oct 14
       
      I think this is a crucial point in the process of self-assessment.  the purpose must be viewed as a process for improvement.  If the objective is complete upon grading, the self - assessment will be of little value.
    • Diane Jackson
      Diane Jackson on 04 Oct 14
       
      I agree that this is a crucial point. It is about the process for improvement. I take classes now for the knowledge not the grade. It puts a whole new spin on the learning and wanting to improvement my practices, etc.
  • identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      This is so true. I hate to admit it, but I think I was too focused on making sure that the assessment took into account each member's contribution more so than did each student meet the target or goal. I wonder if it's because I was always one of the heavy lifters in all projects. I wanted to be sure that my grade didn't suffer because of those that didn't care. I suspect my approach to assessing group work was influenced unduly by my past experiences as a student than sound pedagogy.  
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      Question: Couldn't the teacher "see" who has participated in the group work by using the instructor's tools for the online platform?  Why use peer assessment for a grade?
    • jbdecker
      jbdecker on 07 Oct 14
       
      I see the reasoning behind this peer assessment but I never liked it as a student and I have had a hard time even giving part of a grade on group projects based on peer evaluations so I have generally steered clear of using them in this way.
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy. I wonder if the concept of peer evaluation is exclusive to higher education institutions in the USA? In considering the 
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      I agree. I have never been satisfied with efforts at peer assessment. I love the idea of it, but I never got the desired results. I suspect I did not do enough modeling. 
  • Though, my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation. I do 
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      I have to agree here. This has more of a punitive feel to it rather than providing an incentive for positive behavior. 
  • A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      A well-written rubric provides guidance for what the end result should be, but it doesn't do much to ensure that the group works well together to accomplish this goal. Often, it just indicates what the heavy lifters have to do.
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      More than anything else I have learned this through this course...that well-written rubrics are so important! I thought that before, but now as we look at self and peer assessment I see it as absolutely critical.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Deb, you really have a good point. Rubrics for group work in of themselves do not ensure that everyone is doing their part.
  • • Students feel ill equipped to undertake the assessment. Preparing students for self or peer assessment
    • Deb Vail
      Deb Vail on 03 Oct 14
       
      I have found that the more students practice assessing other pieces of writing, the better informed they are as to the what quality work looks like. They are better able to assess it in others' work as well as their own. However, often there doesn't seem to be enough time to devote to this process. It is so worthwhile but very time consuming. 
    • Diane Jackson
      Diane Jackson on 04 Oct 14
       
      I agree with you Deb. It is so worthwhile but it takes time. In order to get better they need practice and guidance. I do think student engagement and responsibility for own learning will outweigh the time involvement in the long run.
  • hange to one of facilitator.
  • the ultimate expression of individualism
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      n education we are always talking about the individual...doing individual child planning...working individually with students....valuing the thoughts of the individual...etc. This is a good point. Peer evaluation is the ultimate expression of individualism.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm not sure I understood what the author was trying to get at with this section. Whether peer evaluation is considered "individual" or "collective" is beside the point to me.
  • “Most group work is assessed by giving every individual the same grade for a team effort. However this approach runs counter to the principles of individual accountability in group learning…. difficult to determine the individual grades for work submitted by the group.”
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      This is true as well. Maybe peer assessment isn't so individualistic. How can an instructor possibly know exactly how much an individual contributed to the group work. There are ways of making it look like you're a team player, when maybe you aren't....moreso with online learning I would think.
  • a team grade AND a grade allocated for the peer evaluation, the latter usually accounting for a small percentage of the total assignment.
    • joycevermeer
      joycevermeer on 03 Oct 14
       
      This seems right to me.
  • the ability to self-assess skills and completed work is important.
    • Diane Jackson
      Diane Jackson on 04 Oct 14
       
      This is an important part of career readiness, being able to self-assess. In my work career I am constantly reflecting on my own work, what I need to know more about and how I can improve the process and/or the final product.
  • Encourages student involvement and responsibility.
    • Diane Jackson
      Diane Jackson on 04 Oct 14
       
      If we want students to be engaged and responsible for their learning, self-assessment is a great start. Students monitor their progress and contribute to their learning goals.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      These last sentences summarize the article.  Self-assessment does not have to equate with grading.  We need to teach people how to evaluate their own work so that they can make changes to improve their work. I feel that at times people are just after the grade.....pleasing the professor....not about learning. 
  • Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      Question: Couldn't the teacher "see" who has participated in the group work by using the instructor's tools for the online platform or asking for entrance into the google doc process?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      Personally, I like self-evaluation better than peer- assessment.  With peer-assessment, other participants may not know why a peer has not contributed at all or minimally to a group project. Maybe there was a good reason.  Also, I still don't like a group grade. What I have seen is that a few people carry the load of the work.
  • Yet there are times when it won’t work, this is where I agree with Professor Rees, the situations where students do need detailed and constructive feedback from an instructor, or mentor that is qualified.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      I agree with this statement.  When I am paying for a graduate course, I want feedback from the person who knows more than I know about the subject. Peer review is fine, too, but the instructor needs to step in when information/insight needs to be added to the discussion.
  • t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      This is exactly what needs to happen in order for assessment to be outlined explicitly in a class. It's crucial to teach these steps to students in order for the assessmets (both peer and self) are done well.
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      I think that the steps given in this paragraph are crucial for this process to work.  It is teaching what is expected and guidance how to measure.
  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required. This phenomenon was referenced in several other research studies within the paper. I suggest another group be added to the mix besides the loafers— students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • jbdecker
      jbdecker on 06 Oct 14
       
      I can see where this could be a major problem in a large open course with peer grading in anonymity.  I don't see the social loafing problem to be one that I would deal with in a online class with 20-30 students using a LMS like Moodle or Canvas where expectations have been set up, models have been provided and scaffolding of skills has been completed prior to a peer evaluation.
  • When learners are at a similar skill level
    • jbdecker
      jbdecker on 06 Oct 14
       
      I can see where this could be an issue that an instructor would have to use scaffolding to overcome prior to having the students complete peer grading. 
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process.
    • jbdecker
      jbdecker on 06 Oct 14
       
      I guess I should have read this part before I commented above.  I am thinking about this article from my perspective as a High School teacher.  I would never expect to use peer grading without first providing instruction and assessing student readiness to handle the process.
  • It seems like the kind of skill that should be addressed in college.
    • jbdecker
      jbdecker on 06 Oct 14
       
      Couldn't it start much sooner than this?  If it is a skill that is acquired with practice and developed with feedback why wait until college? Being able to look at criteria and critically assess your own performance could and should happen much earlier than college.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • jbdecker
      jbdecker on 06 Oct 14
       
      Requiring students to self-assess and submit it with their work makes so much sense. We work on creating rubrics so that the students know the criteria that they are trying to meet with their performance why wouldn't you require the students to self assess against this same rubric. To be honest though this is something that I have rarely done.  I have reminded students to reference the rubric provided but I haven't let them know early on that they would be required to submit a self-assessment using the rubric.  This is something that I am eager to try with my students in the near future. 
  • that is well crafted to include focused self reflection questions)
    • jbdecker
      jbdecker on 07 Oct 14
       
      I like this idea. Have each student provide evidence for the work they have completed in their group.  Providing this self evaluation at the front end of a group project may spur more participation if each student knows they will be responsible for providing answers to these questions to the instructor.
  • Students can also benefit from using rubrics or checklists to guide their assessments
    • criley55
      criley55 on 07 Oct 14
       
      Highly important when having students evaluate themselves or others!
    • Joanne Cram
      Joanne Cram on 08 Oct 14
       
      This also helps students know what is expected of them.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive
    • criley55
      criley55 on 07 Oct 14
       
      I completely agree with this - if it is not an environment of mutual respect, you can't expect that they will give each other honest open feedback. Students will be guarded and not open to others opinions.
  • For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor.
    • criley55
      criley55 on 07 Oct 14
       
      I remember doing these in school and while it is a way for students to consider setting goals, it makes me wonder if it's the best idea because shouldn't all students be aiming for an A?
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment
    • criley55
      criley55 on 07 Oct 14
       
      Some students come by this naturally but most need very specific examples and guided practice. There are many students who have never "failed" at anything so wouldn't be able to accurately assess themselves.
    • Joanne Cram
      Joanne Cram on 08 Oct 14
       
      In working with the special education population of teachers and students, this is a key point. If we don't explicitly teach the objectives we hope to achieve, there's a strong correlation for failure.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas
    • criley55
      criley55 on 07 Oct 14
       
      I like the use of portfolios if they are truly a story of the students' work showing growth over time and not just items selected by the teacher to showcase what they think parents want to see.
  • Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I definitely feel that peer assessment can be powerful, but only if students are taught the process and given opportunities to practice with teacher guidance. Student comfort level and trust in their group are also key. I think it takes the teacher carefully considering personalities and ability-level while also supporting teams to establish these groups. I also like the idea of students staying with the same team all year to help establish this comfort level. I would be interested to see different models of what peer assessment looks like in primary grades.
  • In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I do believe that goal setting is motivational for students. I found even in the primary grades students took more ownership in their learning when they set their own goals. They often needed support with forming SMART goals, but the idea came from them and they felt confident talking about their goal.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I found students frequently put more effort into their work when they knew they would be self-assessing. By providing them with the rubric or criteria that I would be evaluating their work with and having them complete it first, they were much more focused on the quality of their work. In the primary grades, it could be as simple as a check list with pictures to prompt them for what to look for in their work. It also opened the door for discussions on their work because I could ask them how they came up with their marks.
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      I think that a lot of times, students can be harder graders on themselves than a teacher is on them. They have gone through the ups and downs of the assingment and know where they weak points are. The hardest critic is always yourself.
  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I was initially very hesitant over the idea of peer evaluation, but did like the idea of the evaluations being averaged and anonymous. I still feel as though instructors could get a good idea of the participation level for different members through the use of some online tools.
  • The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I really like the idea of self-evaluation, especially for adult courses. I often feel that adults typically are truthful about their level of contribution. If the evaluation form or reflection is phrased well, it can also lead the adults to be more honest about what they actually contributed to the group project. Self reflecting also can help them change their future behavior within group projects.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      Portfolio assessment is a great way for students to gain a better understanding of what they have learned and their progress over time. It's better than a 1 time snapshot test assessment. It's a great way for students to see that progress has been made.
    • Joanne Cram
      Joanne Cram on 08 Oct 14
       
      A portfolio is only as effective as the instructor makes it. If it is just a means of " turning something in"- then it will not be valued, utilized, nor looked at by the student. If a portfolio is used as a basis for comparison of learning and progress made, it can be highly effective.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      I know that I benefit from seeing what is effective and what is not effective, so I am sure students are the same way. It helps me realize to what level I need to work and what is expected of me. Showing students good and not good examples can also help them review their orwn work better too.
  • Group work can be more successful when students are involved in developing the assessment process.
    • ajbeyer
      ajbeyer on 08 Oct 14
       
      When students are involved in their grading process they feel like they have a stake in it. When they feel like they have a part of it, they feel like they need to achieve higher in order to meet the stakes they have helped set. They can be very good, but not used all the time.
  • anonymous on 28 Sep 14
     
    " increase student responsibility and autonomy * strive for a more advanced and deeper understanding of the subject matter, skills and processes * lift the role and status of the student from passive learner to active leaner and assessor"
  • joycevermeer on 03 Oct 14
     
    " increase student responsibility and autonomy * strive for a more advanced and deeper understanding of the subject matter, skills and processes * lift the role and status of the student from passive learner to active leaner and assessor"
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!
lkmace

"Personalized" vs. "Personal" Learning - 2 views

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

shared by lkmace on 06 Feb 16 - No Cached
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • anonymous
      anonymous on 06 Feb 16
       
      This is a major concern I have been struggling with in regard to Personalized Learning. The content many elementary teachers have been presented with is very specific - follow the basal or system of information you have been given, present it in the order it is to be taught, in the confines of the time you have to teach it, however, be creative (but don't stray from the plan because you have Standards Based goals to achieve), reach all students with it irregardless of ability or interest (make sure you meet with those groups every day to ensure they learn the content) and get good scores on our standardized tests (but don't teach to the test and you need to show growth).  It is a challenge we face but the dream of personalized learning is not an impossible reality. We just have to understand how it can be done. 
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree and can easily connect with your comment about sticking to the curriculum, yet being creative. This is also a major concern of mine. I often feel that there is so much to fit in and little time. A guaranteed curriculum is important but I believe teachers need to have some freedom within their room to create plans and lesson that can be personalized and meet the standards.  Once teachers are better acquainted with personalized learning I believe we will see more and more of it within classrooms across the country. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I can relate, too.  I mentioned earlier that we work in PLCs, so we write curriculum together and then go to our rooms to teach it, share Data later, and learn from each other.  I feel like this setup is too restrictive for me to implement PL.  Instead of throwing the idea away, we need to experiment with implementing PL small then look at the data and see if we can convince others to go with it.  We won't be able to make the full switch in a year, over the summer, or even within a few years until the entire system gets on board and works toward this common goal of implementing PL..
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • anonymous
      anonymous on 06 Feb 16
       
      As an adult learning individuals, if we want to continue to learn and grow, we need to reach out and ask questions and find the answers rather than waiting for the world to find us. We need to inspire that in our students as well. Motivation and drive with a purpose!
    • lkmace
      lkmace on 13 Feb 16
       
      To instill this drive for learning and seeking one's own understanding seems so important when developing skills in our young students. When we as adults have that drive for learning continuum, modeling that passion, sharing examples on how this is evident in work environments, as well as higher education, should be a skill all students be taught. PLEs could be a great tool to do just that!
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well. Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal Learning requires "heart" Personalized Learning requires "hardware"
  • ...17 more annotations...
  • Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal doesn't mean individual. 
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • amorarend
      amorarend on 07 Feb 16
       
      At the district I teach in we have many computer programs like this. Our lower elementary students (K-4) work on ST math and our upper elementary students (5-6) work on ALEKS. Our district also recently purchased and is going to start implementing Lexia Reading Core5. I personally have not worked with any of these programs, but from what I've heard teachers really like ST Math and ALEKS. 
    • wolson86
      wolson86 on 10 Feb 16
       
      Our district has also just started implementing Lexia Reading Core 5 this year. I have found it to be engaging for the students, but I have a student who has already passed all levels. At this point there is nothing left for her to do. I think personalization is more than a computer program, however I am a fan of computer programs that are tailored to the students' needs. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      From some of the things I've read in the PL Environment articles, these computer programs are only one part of Personalized Learning.  They have a purpose for some students who need it, but shouldn't really be implemented as a "work until you complete the program" type of thing.  More of a "you need more practice..go here" type of situation. Until we really embrace PL and truly personalize, we'll continue to encounter these issues.  So hard to do!
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem.
    • amorarend
      amorarend on 07 Feb 16
       
      I don't think many teachers and administrators realize this. I think most feel like the computer programs, such as ST Math, ALEKS and Lexia Reading Core5, are personalized because each student is working at their own level. From what I've learned so far in this class is that Personalized Learning takes it a step farther. 
    • lkmace
      lkmace on 10 Feb 16
       
      I have felt hesitation from adminastartion with using computer programs for student learning. I'm looking for evidence that supports research in this area. Is it best for certain learning styles? I believe so.
    • lkmace
      lkmace on 13 Feb 16
       
      Ditto! I've tried some pilot computer learning, and students enjoy and stay engaged. Trying to receive support from administration isn't easy - district policy, costs, and balance between classrooms are the constraints I find.
  • Personalization comes at the expense of denying students opportunities to learn personally, forming the habits of mind and “network literacies” that will serve them much more effectively than most of the content knowledge that, as we know from experience, never gets applied in real life.
    • amorarend
      amorarend on 07 Feb 16
       
      I agree and disagree with this statement. I think every student in America has asked the question "When am I ever going to use this in real life?" at some point in their educational career. I know I did when I was sitting in Pre-Calc my senior year of high school. On the other hand I cringe every time one of my 5th grade students doesn't know that Iowa is a state. I had to have all of the states and state capitals memorized in 3rd grade! I do feel there are some things every well educated person should know, but the question is how do we decide what is important enough for every person to learn.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      There are definitely basic, foundational skills that need to be learned by all students. For example, since our district has focused less on teaching and grading students on grammar, punctuation, and elements outside of the content of a paper, we have noticed huge gaps in performance. I had to spend an entire class period with my ninth grade students explaining when to capitalize a letter before printing their final papers. I was also able to listen to Richardson speak at my school last year, and he claimed that all math classes would be rendered irrelevant over the course of the next decade due to technology resources; however, he used many graphs and statistics in his presentation. Luckily, I had great math teachers throughout school in order to possess the skills necessary to interpret his presentation data! I would agree that we have to develop certain basic skills in all students before we can set them off to work completely independently. I think it all comes down to your final question...how/who determines those priority skills or standards?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I completely agree!  However, I feel we're just not advanced enough as a system or society to truly see what we're doing work well.  The standards are set up to build upon the previous year's standards.  Unless everyone is covering his/her standards, it won't work as well.  We saw this first hand at my school when our JH/HS started aligning to the core before our elementary did.  It was very difficult for our 7th grade teachers to even teach the 7th grade standards because our students were back on the 2nd/3rd grade level according to the standards.  We had to back up and teach those skills first in order to get anywhere close to our own standards.  However, in the last 4 years I have seen much improvement!  Our elementary has begun aligning, and we're not (almost) able to do our own jobs!  I have hope!
  • But the red light flashes here not just because of the focus on standardized tests but because of the larger preoccupation with data data data data data.
    • amorarend
      amorarend on 07 Feb 16
       
      With being a Title 1 teacher everything I do is based on data. The school I teach at just got done doing the FAST testing for winter and when it was done I sat down with the principal and the other Title 1 teacher and used the student's test scores to determine who was going to be receiving Title 1 services. I am not a huge fan of testing, but when the state requires students who are flagged as "substantially deficient" to be in an intervention and students who are flagged as "at risk" to be progress monitored we have no choice but to be driven by the data. I really like the idea of personal learning, but I don't think school are going to be able to make that switch until the government changes things.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      It is frustrating that this information/research is out there and many teachers want to shift towards learning that is less test-focused, but unfortunately we don't have the power to make those changes! I also wonder how parents would respond to a change from the traditional school format. I know when we even discussed switching to standardized based grading, we got a lot of push back and criticism from parents. I don't know how we start making these changes.
    • lkmace
      lkmace on 13 Feb 16
       
      This is directly connected to the students I serve that are identified as gifted. Testing often displays data that doesn't seem to reflect their total understanding, often posing a picture where students haven't reached that area of one year's growth. This has engaged many debates as to pushing core v. pushing student interests.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      But at some point, don't we have to hold students and ourselves accountable for the learning taking place in the classroom? With the requirements of the current education system, there doesn't seem to be much that we as classroom teachers can do here: at some point we have to prove that we have created growth in our students through data. I wish the article would have specified other methods for depicting learning/student achievement rather than simply debunking the current ones. While I am all for personal learning and a change in the way we view student performance, I have yet to see a realistic method presented to ultimately score or evaluate the results of our students in the classroom.
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree that it would be nice to have some other specified methods to collect data and show student growth. I do believe what we have now is not a true judgement of our students, they are so much more than a score. 
    • anonymous
      anonymous on 11 Feb 16
       
      I think our major hiccup lies in our struggle with producing "proof" of learning. It is important that you state a realistic method of scoring students. In a perfect world, we would have a personalized instruction for each student with a personalized rubric guiding the learning. However, that is not realistically possible, especially if I want them to be authentic and innovative at their own level. As long as I am expected to prove my kids are learning, regardless of the system used, time will play into how personalized the instruction can be.
    • lkmace
      lkmace on 13 Feb 16
       
      Before reading your post, my thinking directed to the time constraint and proving a year's growth in each of our students. This is a major component in our classrooms and often fogs up the importance of addressing individual learning needs. How do teachers with large groups of students realistically find time to implement successful PLEs? I have 40+ students on my roster between two buildings. PLEs could be the answer to providing challenges more than 30--40 minutes 1-2 times per week. That part I am excited about. Assisting with all 40+ PLEs sounds a little overwhelming, but initial skill development in students in designing their own with my assistance seems to be my starting point.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills
    • wolson86
      wolson86 on 10 Feb 16
       
      This first sentence really stuck out to me, especially the statement cookie-cutter students. Why would we want to create students to all have the same talents? What kind of future would that be, with students who all have the same specific skills?
  • Can the Web and laptops, et al., support and expand intrinsic engagement for those parts of the world that interest us? Absolutely! But while a multimedia textbook on an iPad may be more engaging than the dog-eared paper one we’ve been handing out for decades, a textbook is still a textbook. 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.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      This makes me reflect on the learning we have done about the SAMR model. Because our students recently became 1:1 with iPads in our building, we have done a lot of learning on making technology usage meaningful rather than just "fluff" in the classroom. Here is a link for those of you not familiar with SAMR: http://tinyurl.com/posterV4 As Richardson indicates, we can't simply put technology into the hands of students and call ourselves innovative. It is what we allow our students to do with technology in order to generate new ideas that stimulates innovation and creativity.
  • meaningful (and truly personal) learning never requires technology
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      I found this statement to be particularly profound; I never thought of it that way!
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Especially nowadays when technology is such a big part of their lives.
    • lkmace
      lkmace on 13 Feb 16
       
      Fifth graders in our district are fortunate to have Chrome Books. After working in secondary for the past 4 years, coming back to elementary made things very exciting to know these students would have tech access at their fingertips. After a few weeks working with this age level, I found the tools could be very distracting. Starting with personal understanding to form inquiry and learning proposals allowed for focus on goals. Technology came in next as a great resource, but ending with communicating new learning (sometimes with tech, but often through discussions, writing or small group share.)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is so hard to really implement correctly!  Most of us are in school systems where we are really restricted by required classes, bell schedules, teacher certification, the previously mentioned DATA COLLECTION (!!!), which would look much differently in a true PL classroom.  I'm personally struggling with how to implement PL because we work in PLC teams where we have common formative assessments that need to be administered around the same time.  That allows very little room for kids to work at their own pace.
  • resource rich.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I have found that finding good resources for English is really hard.  There are so many factors when it comes to literature, like readability level, topic, concept, that it's hard for ME to find resources, let alone have my students find them on their own.  Unfortunately, if someone develops something that is good, they're going to want money for it making it unattainable for many of us.  I was excited to hear about the pilot going on with the AEA Online for students.
  • 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.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      A few problems come to mind.  1)  This is why it's important to climb the ladder of Bloom's with our activities and lessons and make them real life.  2) Students don't value knowing the basics because they can just Google them.  The part of speech of a word...Google can tell us that, so it isn't important.  But it IS important to know when it's applied later, for instance writing complex sentences and identifying clauses/subjects.     Or is it?
    • kelsi-johnson
      kelsi-johnson on 11 Feb 16
       
      Think about how much longer it would take for students to complete seemingly simple aspects of a project or task if they had to look up every single smaller bit of information. It seems that this is where we need to set priority standards in order to determine what basics are most important for students to know in order to complete and take part in personal learning.
  • give opportunities for our kids to do personal learning.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is it!!  This is all we can hope for.  Having the perfect school, unit, support, funding, etc. to do this is not anywhere in our near future.  If our classroom is set up to give opportunities for our kids to do personalized learning, we're on the right track.  I feel it will snowball into more opportunities.  Kids will want it, the ever-important test scores will prove it, and schools will slowly jump on the PL train!
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
    • lkmace
      lkmace on 13 Feb 16
       
      Advanced differentiation conversations often involve the, "how do we develop independent learners?" This shift is dearly needed. Enabling students with PLEs - tool to make the shift?
  • as long as he ends up fundamentally similar to everyone else:
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Agreed, but this is what students need to understand when it comes to PL.  You don't just get to pretend you're working, you are still held accountable to reach the end target; you can just get there how you want.  This is my biggest fear with "setting kids free" in PL.  I'm afraid I'll check-in with their progress and they'll have done nothing.  What's the consequence?  How do you hold them accountable daily (at first) and realize they still have to do something.  Hopefully interest level, real life applications, etc will help hold them accountable.  They'll be on stage for someone hopefully.
    • anonymous
      anonymous on 11 Feb 16
       
      I have a self-paced system currently in place in my classroom. Often times, I do check in, and they will have done nothing. I have the daily goal for where they should be to be on target to finish on time. My kids have figured out that I will fail them. I akin it to a job. If you do not do the task, the boss will penalize you for it. That said, grades are fluid. I have no problem changing the grade once I receive the work. Normally the work happens after a few angry emails from parents, pulling from study halls, and a little bribing. This morning I sent out an email stating I was still missing fifty papers from students, giving their names. The immediate consequence is failing, with the understanding that once work is shown, failing is not a permanent ultimatum .
  • 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.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that she says everyone we work with needs to be on the same page about the implications of personalized learning. I find, that when I try something new, even if my co workers aren't on board right away, my results speak for themselves. I am not sure it is important that BEFORE I start personalized learning, EVERYONE is onboard. 
    • lkmace
      lkmace on 13 Feb 16
       
      As I "pilot" PLEs with some of my students, taking evidence from their experience to share with staff could begin those "on board" conversations and reel teachers towards learning more and trying in their classrooms, as well as sharing with administrators. Many past learning models have sounded wonderful, but without having data to show evidence of success, hesitance exists.
  • 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.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that the Web and other pieces of technology have expanded the capabilities of learning, yet our standardized testing and other assessments specify exactly what they "need" to know. I question how, regardless of how the Internet has changed education, we still use the same methods to prove proficiency. 
hansenn

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

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

shared by hansenn on 30 Jan 18 - No Cached
  • we ought to illicit student input when constructing rubrics
    • leighbellville
      leighbellville on 30 Jan 18
       
      Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input.
    • bbraack
      bbraack on 30 Jan 18
       
      Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed.
    • dykstras
      dykstras on 01 Feb 18
       
      This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Building autonomy in our students and promoting learner agency! What a novel idea.
    • brarykat
      brarykat on 04 Feb 18
       
      Great idea but realistically when would any teacher have time to gather input?  Could it be through exit tickets?  I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input.   
    • staudtt
      staudtt on 04 Feb 18
       
      I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
  • dehumanize the act of writing
  • At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • leighbellville
      leighbellville on 30 Jan 18
       
      The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
  • ...67 more annotations...
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • bbraack
      bbraack on 30 Jan 18
       
      Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      True. If students could accurately self-assess, their end-products ultimately become stronger.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This is when the true spirit of education come through when there is self reflection and self assessment occurs.
    • carlarwall
      carlarwall on 03 Feb 18
       
      The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
    • dassom
      dassom on 04 Feb 18
       
      I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level.
    • blockerl
      blockerl on 06 Feb 18
       
      I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
  • produced less interesting essays when they followed the rules [as outlined in a rubric]
    • bbraack
      bbraack on 30 Jan 18
       
      I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
    • krcouch
      krcouch on 02 Feb 18
       
      I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items.
    • staudtt
      staudtt on 04 Feb 18
       
      My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
    • leighbellville
      leighbellville on 30 Jan 18
       
      Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I really like that this emphasizes that the rubric be free from educational jargon.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Student friendly language is key if we want the student self reflection to happen.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
  • an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • bbraack
      bbraack on 30 Jan 18
       
      I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
  • Can different scorers consistently apply the rubric?
    • brarykat
      brarykat on 04 Feb 18
       
      I hadn't considered this being an issue until our small group assignment this week.  I've only used rubrics in isolation.  Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
    • leighbellville
      leighbellville on 08 Feb 18
       
      Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
  • stultifying and others see as empowering.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
    • emmeyer
      emmeyer on 03 Feb 18
       
      Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time.
    • blockerl
      blockerl on 06 Feb 18
       
      I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
  • post-secondary educators in all disciplines
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
    • nickol11
      nickol11 on 31 Jan 18
       
      I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that.
    • dykstras
      dykstras on 01 Feb 18
       
      Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
  • current goals of solving real problems and using statistical reasoning.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
  • The issue of weighting may be another area in which you can enlist the help of students
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
  • “Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
    • brarykat
      brarykat on 04 Feb 18
       
      I see how beneficial rubrics can be in "meaningful" assessment.  It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.  
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
  • (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
  • one rubric can be used to assess all of the different papers assigned in a freshman composition course.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
    • krcouch
      krcouch on 02 Feb 18
       
      I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, it is nice to have the common rubric that makes all expectations the same.
  • Does the rubric relate to the outcome(s) being measured?
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  • non-judgmental:
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  • system designed to measure the key qualities
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
    • srankin11
      srankin11 on 05 Feb 18
       
      Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
  • actually learned rather than what they have been taught
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
    • dassom
      dassom on 04 Feb 18
       
      Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
  • help instructors in all disciplines
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      A beauty about Rubrics is they can be utilized in all content areas for all educators.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
  • traditional gap between what the teacher knows and what the student knows
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
  • Well-designed rubrics
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
  • But she did it without saying anything coherent
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I would say this student was not given a well written rubric.
    • staudtt
      staudtt on 04 Feb 18
       
      Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
  • mitagate both teacher bias and the perception of teacher bias
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
    • dassom
      dassom on 04 Feb 18
       
      I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
    • brarykat
      brarykat on 04 Feb 18
       
      In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
    • blockerl
      blockerl on 06 Feb 18
       
      The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
  • achiev[ing a] new vision of statistics education.
    • nickol11
      nickol11 on 31 Jan 18
       
      This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
  • a clear understanding of how rubrics operate
    • nickol11
      nickol11 on 31 Jan 18
       
      I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
  • wrote poorly when writing, as we might say, to the rubric
    • nickol11
      nickol11 on 31 Jan 18
       
      Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
  • Do the students find the rubric helpful?
    • nickol11
      nickol11 on 31 Jan 18
       
      I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
  • shared with students prior to the completion of any given assignment
    • hansenn
      hansenn on 01 Feb 18
       
      I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF:
    • dykstras
      dykstras on 01 Feb 18
       
      I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
    • krcouch
      krcouch on 02 Feb 18
       
      I agree completely. I think the kids should know ahead of time what the expectation is.
  • reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • hansenn
      hansenn on 08 Feb 18
       
      As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
  • students to simply make sure their essays have those features
    • hansenn
      hansenn on 08 Feb 18
       
      Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
    • hansenn
      hansenn on 08 Feb 18
       
      Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
  • given their association with standardized assessment
    • dykstras
      dykstras on 01 Feb 18
       
      Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
  • formulaic writing
    • dykstras
      dykstras on 01 Feb 18
       
      Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
  • “checksheets.”
    • dykstras
      dykstras on 01 Feb 18
       
      There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • dykstras
      dykstras on 01 Feb 18
       
      This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
  • Focus, Support, Organization, Conventions.
    • dykstras
      dykstras on 01 Feb 18
       
      Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
  • Weighting
    • dykstras
      dykstras on 01 Feb 18
       
      I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
  • Modify accordingly
    • dykstras
      dykstras on 01 Feb 18
       
      As should be the case with anything we do as professional educators.
    • anonymous
      anonymous on 06 Feb 18
       
      I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
  • that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
    • krcouch
      krcouch on 02 Feb 18
       
      I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
  • ‘some rubrics are dumb.’” He recounts,
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I would say to that, it was a poorly written rubric is it is "dumb".
  • Usually a numerical value is assigned to each point on a scale
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
  • vital to the process and/or product of a given assignment,
    • carlarwall
      carlarwall on 03 Feb 18
       
      When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
    • staudtt
      staudtt on 04 Feb 18
       
      I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
    • anonymous
      anonymous on 06 Feb 18
       
      I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
  • rubrics to both assess and encourage student learning.
    • carlarwall
      carlarwall on 03 Feb 18
       
      This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
    • dassom
      dassom on 04 Feb 18
       
      I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
  • rubrics should be used in conjunction with other strategies
    • carlarwall
      carlarwall on 03 Feb 18
       
      So important to remember that rubrics are not the only way to provide feedback to students.
    • srankin11
      srankin11 on 05 Feb 18
       
      True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
  • some educators see
    • dassom
      dassom on 04 Feb 18
       
      I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
  • become wooden
    • dassom
      dassom on 04 Feb 18
       
      This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
  • With your colleagues
    • dassom
      dassom on 04 Feb 18
       
      This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
  • different levels of that “deep learning”
    • brarykat
      brarykat on 04 Feb 18
       
      The examples of why rubrics haven't been appreciated mainly boil down to poor design.  I like this statement because it shows the flexibility of rubrics.  The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
  • different
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
    • srankin11
      srankin11 on 05 Feb 18
       
      In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
    • tifinif
      tifinif on 06 Feb 18
       
      I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
  • problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • staudtt
      staudtt on 04 Feb 18
       
      This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
    • srankin11
      srankin11 on 05 Feb 18
       
      I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
  • weight dimensions differently
    • staudtt
      staudtt on 04 Feb 18
       
      I need to figure out a way to do this within our standards based grading system.
  • increases the likelihood of a quality product
    • srankin11
      srankin11 on 05 Feb 18
       
      It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
  • description of the work rather than judgments about the work.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
  • we need a rubric to judge our performance—
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • anonymous
      anonymous on 06 Feb 18
       
      This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • tifinif
      tifinif on 06 Feb 18
       
      I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
    • tifinif
      tifinif on 06 Feb 18
       
      Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
  • teacher
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internaliz
    • tifinif
      tifinif on 06 Feb 18
       
      I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
  • Can students and parents understand the rubric?
    • anonymous
      anonymous on 06 Feb 18
       
      It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
  • to assess our rubric
    • blockerl
      blockerl on 06 Feb 18
       
      I agree. When we make these rubrics, we do need to discover its effectiveness.
  • “red” or “reddish,
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
trgriffin1

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

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

shared by trgriffin1 on 12 Feb 18 - No Cached
  • Encourages student involvement and responsibility.
    • hansenn
      hansenn on 12 Feb 18
       
      I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
    • krcouch
      krcouch on 17 Feb 18
       
      Agreed. Students learn more and care more when they are in charge of your learning.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • hansenn
      hansenn on 12 Feb 18
       
      Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
    • anonymous
      anonymous on 20 Feb 18
       
      Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
  • Students feel ill equipped to undertake the assessment.
    • hansenn
      hansenn on 12 Feb 18
       
      You would have to teach students how to assess the work. I would work through an example with the class before having students grade others.
    • dassom
      dassom on 17 Feb 18
       
      I agree teaching the students wil help, also providing them with a checklist or specific things to look for would help with this.
  • ...90 more annotations...
  • shirking’ their responsibilities by having students undertaking peer assessments.
    • hansenn
      hansenn on 12 Feb 18
       
      The teacher would explain they are still going to grade the project, but the students are working together to improve the project before it is turned in for a grade.
  • It is considered fair by some students, because each student is judged on their own contribution.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the only way to assess group work, or you will have some students in the group not doing work. Sometimes you have where students do not let others participate.
  • When learners are mature, self-directed and motivated.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
    • dykstras
      dykstras on 14 Feb 18
       
      Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that this can sometime be a challenge with adults as well!
    • carlarwall
      carlarwall on 19 Feb 18
       
      I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
    • hansenn
      hansenn on 12 Feb 18
       
      The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
    • dykstras
      dykstras on 14 Feb 18
       
      I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
    • blockerl
      blockerl on 17 Feb 18
       
      Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
  • determined that students involved in peer review perform better academically than peers graded only by their instructors
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
    • blockerl
      blockerl on 17 Feb 18
       
      I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
  • feedback from an instructor, or mentor that is qualified
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
    • blockerl
      blockerl on 17 Feb 18
       
      Yes! At least in high school, many students need the teacher to provide them with additional feedback.
  • review their own work with an eye for improvement
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      How do we as instructors help students to understand that revising or self-assessment is just a means towards improvement and not a step to be skipped or resisted?
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      Good to keep in mind.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Very true. As part of the modeling of peer review is to learn how to give constructive feedback that is not personal. Sometimes easier said than done!
  • Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
    • anonymous
      anonymous on 20 Feb 18
       
      I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
  • I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  • Encourages student involvement and responsibility.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  • Focuses on the development of student’s judgment skills.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have included self-assessment in the past, and find it interesting that many students score themselves lower than I would have done; they can be hard on themselves. I have also observed that they do reflect more on their own individual contribution to the overall group product.
  • Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think that the Netiquette that we cover during our online classes assists with this piece as well, and this is valuable for any age of learner. Examples can be provided as models for students which will assist them in understanding the expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the key point - clear expectations and consistency.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • leighbellville
      leighbellville on 14 Feb 18
       
      Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
  • estimate what percentage of the work he or she contributed to the project
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
  • Portfolios
    • dykstras
      dykstras on 14 Feb 18
       
      This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Very few jobs require an individual to work alone these days. The ability to work in a group collaboratively is key! Teaching kids how to develop these skills early is essential. Evaluating group work FOR THE GOOD OF THE GROUP is such an important life skill I think!
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
  • the quality of comments that he felt was lacking
    • dykstras
      dykstras on 14 Feb 18
       
      It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
    • anonymous
      anonymous on 20 Feb 18
       
      Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • bbraack
      bbraack on 15 Feb 18
       
      Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
    • srankin11
      srankin11 on 16 Feb 18
       
      I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • bbraack
      bbraack on 15 Feb 18
       
      When students take responsibility for their learning and metacognition, they are more likely to be motivated to learn and do more to understand what the learning is about.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
    • bbraack
      bbraack on 15 Feb 18
       
      Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
  • A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
    • bbraack
      bbraack on 15 Feb 18
       
      When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
  • Emphasize what students can do rather than what they cannot do
    • bbraack
      bbraack on 15 Feb 18
       
      When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
    • krcouch
      krcouch on 17 Feb 18
       
      I love when modeling occurs it really helps with understanding the assignment.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
    • dassom
      dassom on 17 Feb 18
       
      A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • srankin11
      srankin11 on 16 Feb 18
       
      It seems that we are always in a hurry and need to move on to the next learning target. I do believe it is important to take the time to self-assess and reflect on learning. It's also important for teachers to reflect and self-assess often.
  • The instructor models the technique (use of a checklist or rubric
    • srankin11
      srankin11 on 16 Feb 18
       
      For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
  • increase student responsibility and autonomy
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
    • anonymous
      anonymous on 19 Feb 18
       
      I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • krcouch
      krcouch on 17 Feb 18
       
      I am a huge fan of self assessment and learning what your students know and may be struggling with.
  • Represent a student's progress over time
  • students are involved in developing the assessment process
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • blockerl
      blockerl on 17 Feb 18
       
      Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
    • carlarwall
      carlarwall on 19 Feb 18
       
      This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      A safe environment is crucial for all learners and increases the productivity in the learning curve.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I feel like the environment is something I have in place but I haven't built in the routine.
  • Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • blockerl
      blockerl on 17 Feb 18
       
      We always had to self assess our writing assignments in college, and it was a great time to be reflective of my learning and critical of my work. I need to get better at doing this for my students.
  • Agreed marking criteria
    • dassom
      dassom on 17 Feb 18
       
      By having an agreed criteria like a "checklist" everyone can be a expert in theory. It gives the student a task to complete in something they might not be familar with. Without set criteria your results may also be all over the board.
  • When operating successfully can reduce a lecturer's marking load.
    • dassom
      dassom on 17 Feb 18
       
      This seems like the obvious reason to add this step into the writing process. There some elements that students are going to catch but by adding the peer element they should be able to catch the "big mistakes" before it is turned in.
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks
  • with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
    • brarykat
      brarykat on 17 Feb 18
       
      I think this portion of the statement is crucial in facilitating student success with self or peer evaluation.  Assigning students to a partner or small groups and saying now discuss and evaluate is not productive.  Providing clear directives and expected outcomes creates the foundation.  Students then need to take the responsibility to complete the task in order for this to be successful.
  • Address improvement, effort, and achievement
    • brarykat
      brarykat on 17 Feb 18
       
      Test scores were the only way to gauge success when I was earning my college degree.  Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education.  Daily struggles. illness, and/or tragedies can impact results of a test.  I think portfolios are effective because they can show improvement, effort, and achievement over time.  Some school districts have portfolios that span the student's academic life K-12.  I think depending on the intent they represent the student better than a letter grade.  
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
  • students' progress, processes, and performance over time.
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
  • involve students in critical reflection
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel that this is imperative for us to use to keep students thinking out side of the box and really honing in on other people's opinions or ideas.
  • rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
    • nickol11
      nickol11 on 17 Feb 18
       
      I completely agree with this aspect and really feel like it is a great habit to get into as a teacher as a mid-critique of self or peer evaluated work.This really just gives an opportunity to really push the student learning even further.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
    • nickol11
      nickol11 on 17 Feb 18
       
      I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
    • staudtt
      staudtt on 18 Feb 18
       
      I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
  • Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • brarykat
      brarykat on 17 Feb 18
       
      I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience.  Willing and productive participants benefit from this form of assessment.  
  • “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
    • brarykat
      brarykat on 18 Feb 18
       
      This makes my educator's heart hurt.  What is happening to our children?  I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try.  Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure.  I'm an intrinsic learner.  My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes.  Slipping is a choice, but I want to continue to be the educator to help students rise above.
  • However this approach runs counter to the principles of individual accountability in group learning….
    • brarykat
      brarykat on 18 Feb 18
       
      I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher.  Group work usually produces at least one leader, followers and a few that lag or slack off.  In previous course we discussed ways to help all students be productive, effective members in a group assignment.  I found that information very helpful.  Useful in a classroom setting (face to face or online) as well as with colleagues.
  • this tool is not a constructive venue
    • brarykat
      brarykat on 18 Feb 18
       
      I would hope it is explained to the students if the instructor chooses to use this evaluation.  Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      This is also reflected in Hatti's effect size as it pertains to student goal setting.
    • tifinif
      tifinif on 20 Feb 18
       
      Our school is working on this right now. We have a rubric that we are trying to improve on. The specifics are layed out and we can see where we want to go and we know what we have to do to get there. No guessing.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
    • tifinif
      tifinif on 20 Feb 18
       
      Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
  • take part ownership of this process.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
  • Students will have a tendency to award everyone the same mark.
    • staudtt
      staudtt on 18 Feb 18
       
      This can be a major pitfall, especially if students work or peer assess friends. They don't want to bring down their peer or start and argument with a friend.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • staudtt
      staudtt on 18 Feb 18
       
      Becoming a facilitator is really the ultimate goal for student based learning. Students gain more ownership of the learning process and hopefully gain better understanding through their increased role in the process.
  • Before this class their self-assessment efforts were “relatively mindless.”
    • staudtt
      staudtt on 18 Feb 18
       
      What this reads like to me is that students need guidance and practice with self assessment before it can be effective or meaningful to them.
  • supports the aim of developing collaboration skills
  • hopelessly naïve to imagine them being able to look at anything beyond the desired grade
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
  • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • anonymous
      anonymous on 19 Feb 18
       
      A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
  • Learners have a developed set of communication skills.
    • anonymous
      anonymous on 20 Feb 18
       
      Communications skills are very important in any situation. That is why it is so difficult yet important to start teaching communication skills at an early age. The more self and peer evaluating that students do will only help them develop their communication skills.
  • internalize the characteristics of quality work is by evaluating the work of their peers
    • tifinif
      tifinif on 20 Feb 18
       
      I think this would be a great way for students to reflect on their own work, if comparing the same assignment. It would also spur them to go and edit or re-do some of their work to improve.
  • they need to be taught strategies for self monitoring and self assessment
    • tifinif
      tifinif on 20 Feb 18
       
      I think we all need to learn more of how to be better at monitoring self assessment. What strategies can we give teachers to help them, help students?
  • Engage students in establishing ongoing learning goals and assessing their progress towards those goals
    • tifinif
      tifinif on 20 Feb 18
       
      Using this in data notebooks at our school. kids write the goal and then track thier progress daily/weekly/monthly. It's an easy reminder of what they are working towards.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is an important key in order to allow students to see their growth!
  • students must have a clear understanding of what they are to look for in their peers' work.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree that students need that clear understanding and it is necessary for the teachers to be clear with their expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the hard part about peer assessment - I don't think I have ever done a good job of helping them know how to give feedback.
  • rubrics or checklists to guide their assessments
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Rubrics and checklists can be beneficial for students. In the next sentence it talks about student making their own rubric. I agree with Kim that that increases the DOK level when students create their own rubric.
  • become more comfortable with each other and leads to better peer feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to allow for ample opportunities to provide feedback and teachers need to give feedback to the students' feedback so they know what to improve on. The more they do so the better the peer feedback will be.
  • students step back from the learning process to think about their language learning strategies and their progress as language learners.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is always a strategy to improve student learning when they are aware of their learning. Metacognition is very important in education.
  • broader self-assessment tools
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am curious and will research what are broader self-assessment tools that can be used for students.
  • Link teaching and assessment to learning
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is important for students to understand there is a connection between the learning and assessment. This makes the learning process more effective for the students.
  • Provides more relevant feedback to students as it is generated by their peers.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need relevant feedback to grow in their learning.
  • students assess their own contribution
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Self-reflection is beneficial for all learners young and old. It is good for use to do in life.
  • little exposure to different forms of assessment
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to be aware of this and give the students exposure to different forms of assessment. This also gives more opportunity for self-reflection as was mentioned in the previous article.
  • guidelines were clearly outlined as to how to grade
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I would agree that the guidelines need to be clearly outlined on how to grade the essays. This is crucial for the grader and receiver of the grade.
  • Where credit is not granted.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I don't know if I agree with this one. Credit can be given if the teacher is overseeing the grading and reflective on the assignment too.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need multiple opportunities to grow in this practice to benefit from it.
  • tool I suggest for evaluating the completed team project itself
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am glad to see that the rubric is a tool that is suggested for evaluation of a team project. I would like to see this used and even take it a step further and have the group create the rubric. This would deepen their learning and understanding.
  • student participates
    • emmeyer
      emmeyer on 21 Feb 18
       
      Making sure that the student participates in the portfolio is key to having an effective portfolio. They need to take ownership.
  • rubrics
    • emmeyer
      emmeyer on 21 Feb 18
       
      Using rubrics to asses performance is a great way for students to see where they fall and where they need to go next.
  • aware of their learning
    • emmeyer
      emmeyer on 21 Feb 18
       
      When Students are aware of their learning, they are more aware of how they need to improve and what they need to do.
  • Preparing students for self or peer assessment
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • feedback for oneself from oneself
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
jessicawoods8

Articles: Presentation "Awakening" - 8 views

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

shared by jessicawoods8 on 07 Jul 14 - No Cached
  • sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
    • kbelland21
      kbelland21 on 07 Jul 14
       
      SUCCES is a great acronym to remember when creating presentations that you want to "stick" with your audience.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I love the acronym. It is very inclusive.
  • as many footnotes or details as you like
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Great idea!
  • Don’t hand out the written stuff at the beginning!
    • kbelland21
      kbelland21 on 07 Jul 14
       
      I see this a lot! I often ignore the presenter and focus on the handout.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Or you get bored with the presenter because you already read the handout!
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true! I often don't know what to focus on if I am given the handout ahead of time. I get overwhelmed and it gives me time to "check out" of the presentation when I re-enter it and realise I'm lost.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have to admit I do love receiving the hand outs.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      The part I hate about this is that handing out the notes seems to take forever. If they were already there on the table when I arrived, I'm in a better mood.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      It not only takes forever but it seems no one listens because they are busy thumbing through the handout content! (Yes, I am guilty!)
    • nettiemarie
      nettiemarie on 03 Aug 14
       
      this I have an issue with only because handouts help to clear up ideas for me when the speaker is not clear.
  • ...40 more annotations...
  • No more than six words on a slide. EVER
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Interesting! Guilty of including more than 6 words per slide.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I am so guilty of this and realize my presentations were BORING!
    • mnollsch
      mnollsch on 11 Jul 14
       
      It is hard to imagine six words! I am going to have to work hard to manage that
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yeah... I don't like the term "rule" here. More like a guideline.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Six words will be extremely hard for me. I think I have mastered using phrases instead of sentences, but this will be a challenge.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I am guilty of doing this, as I think many people would be! 
  • rip sounds and music from CDs and leverage the Proustian effect this can have
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Never thought of this. It would get audiences attention.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I like this idea for keeping the attention of my students. 
    • we4nails
      we4nails on 14 Jul 14
       
      Seems like a no-brainer to me. Music people do this all the time, I NEVER use canned sounds. There is a balance though, between using music as an attention getter and trying to actually connect it to the presentation. I have seen many attempts at this that are more distracting than anything. Making sure the cut of music makes sense is important to.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I like sound in the background when I make an imovie. This could work here too. Again, my audience is middle schoolers and they love to listen to music and do anything else at the same time.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I need to keep working on figuring out what is important and what is a priority!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an important idea to remember.  It seems like a difficult task though! 
  • And yes, these six compress nicely into the acronym SUCCESs.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I love how these words come together to make SUCCESs!  Goes together so well.  
  • Statistics, say the Heath brothers, are not inherently helpful. What’s important is the context and the meaning. Put it in terms people can visualize. “Five hours of battery life” or “Enough battery life to watch your favorite TV shows nonstop on your iPod during your next flight from San Francisco to New York”?
    • joyisuful
      joyisuful on 10 Jul 14
       
      It makes things so much more interesting when we make it something people can visualize- nobody likes to look at a bunch of facts and figures.
  • A picture of an enormous plate of greasy French fries, two cheeseburgers, and a large chocolate shake will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • joyisuful
      joyisuful on 10 Jul 14
       
      This is something I struggle with- I love looking at these pictures in these articles and think they are so useful and relevant but have a hard time thinking of how to pull them into my own presentations.  Hoping this is something I improve on greatly in this class.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      My presentations tend to have lots of visuals, but I need to incorporate other visuals that create this effect.  Some of the visuals I use are better at this than others.  
  • Stories get our attention and are easier to remember than lists of rules
    • joyisuful
      joyisuful on 10 Jul 14
       
      I feel that this is so true.  I try to use stories a lot in my classroom and have realized when I do it really helps my students remember better.
    • mnollsch
      mnollsch on 11 Jul 14
       
      And I like the idea of using a picture to support the story. If you think about Ted Talks this is what most of them do,
  • he redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive
    • mnollsch
      mnollsch on 11 Jul 14
       
      I have never heard of the redundancy effect but it makes sense. We want to use multiple modalities but not with identical information...then folks get annoyed
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so true. I was just talking to a student the other day about this. When information is redundant, that is the exact point they tune out (if they haven't already due to poor communication).
    • tjbudd
      tjbudd on 14 Jul 14
       
      I'm guilty of redundancy. Probably because that's what we are so commonly exposed to in school and in continuing education.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yes... redundancy. Like when I am talking to my son about mowing the yard and he has his video game on at the same time. And then the yard doesn't get mowed. He can now say... "sorry, dad, you didn't adjust for redundancy". That is something he would say, by the way.
  • es, you could send a memo, but no one reads anymore.
    • mnollsch
      mnollsch on 11 Jul 14
       
      This was interesting to me as I know people do better with memos if you DO use bullets. They scan and look for the content. However, in a presentation this backfires because of the redundancy effect. So bullets have a place, just not in powerpoint!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I agree with this comment.  When I get an email that is several paragraphs long, I rarely make it past the first couple of sentences.  Bullets do help in this situation, but not if someone is just going to read the bullets to me.  
  • And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Important take away from this article
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      Yes, I am guilty of not listening when a presenter puts all of their content on the slides.  Especially when they give you a copy of their presentation.  Why would I expect my students/listeners to be any different?  
    • we4nails
      we4nails on 14 Jul 14
       
      I often feel insulted when I am read to and figure that if they give me a copy, I can just figure it out on my own later thanks to them giving me the notes! I zone out too...I think the effort to ditch the current use of Power Point really depends on the purpose of the presentation and the expectations placed on the presenter. My sister works for Nationwide as a project presenter and she is REQUIRED to give a copy of the presentation, and the expectation is that EVERYTHING she will say is in the presentation. She is basically mandated to produce death by Power Point and fears that a change in method will result in complaints and negative feedback. She loved the ideas I shared with her from this article and the course. I think that in both schools, and the business world, there will need to be a lot of pre-teaching and change in the purpose for the presentation. We often combine the detailed notes with the presentation. This approach separates the two.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I find myself catching up on emails when a presenter is reading the PP. I assume if they're reading it, I don't need to look at it.
  • Don’t hand out print-outs of your slides
    • mnollsch
      mnollsch on 11 Jul 14
       
      I gave that up a long time ago. Seems like students are then more interested in the handouts and zone out.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I feel like having a print out of the slides would also allow the audience to tune you out. 
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I also stopped doing this a long time ago. I am guilty of "tuning out" when I have the exact same thing in my hand that is on the screen - I don't need someone to read it to me. However, I sometimes like to have the print out at the end as a reminder....
  • The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Great strategy.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      How to create the curiosity.  
  • the way PowerPoint is used should be ditched, not the tool itself.
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true. We need to re-think the way we are using the tool and realise that it is us that needs to change how we are using the tool. I have recently had this revelation with several apps we use in the classroom on our iPads. We too easily blame the tool and not the brain behind using the tool.
  • it is more effective to target both the visual and auditory processors of working memory
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This helps me understand why when we see a visual it is easier to remember the verbal message that came with it. I was surprised to see how many images I remembered when Alvin Trusty showed them at the end of his presentation. Powerful.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This goes along with visual notes.  Traditionally, students are encouraged to take notes using only text.  There is a movement and research that suggests using visuals in the note taking process actually helps students retain more information.  
    • mnollsch
      mnollsch on 13 Jul 14
       
      I recently watched the Sunni Brown Ted Talk on Doodling.  If you haven't watched it, it's worth checking out.  I have been a doodler all my life and this makes so much sense to me. It matches your comments about using visuals on note taking. https://www.ted.com/talks/sunni_brown
    • we4nails
      we4nails on 14 Jul 14
       
      I find that this works when you add a kinesthetic movement to an idea as well. The nonverbal cue, even if given by the presenter can be equally effective in triggering a memory later.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This makes me think twice about how I should start a presentation. I think it would be most effective to have a strong visual that hits up the major message you are going to get at. It should evoke emotion from the start.
  • to sustain their interest, you have to stimulate their curiosity
  • Unexpectedness
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so essential that we get at students' curiosity when we teach! We are the same way as adult learners. What do we take pride in learning? Things we are interested in and genuinely curious about. If we can strike curiosity in our listeners, it will give ownership to the learning and make it personal for them. Curiosity drives innovation and new levels of learning!
    • we4nails
      we4nails on 14 Jul 14
       
      Curiosity also engages the higher order thinking that as educators we are always trying to get students to participate in!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      When creating presentations, remember this fact.  It doesn't mean the death of PPT, just reinforcing the fact that presenters need to look at the presentation differently.  
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Good point! It doesn't mean one is better than the other... just can't do both at the same time via PPT.
  • hen, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say. Remember, the presentation is to make an emotional sale. The document is the proof that helps the intellectuals in your audience accept the idea that you’ve sold them on emotionally.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I lose students when they take notes during a discussion or story. Fine for facts.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an interesting thought.  I wonder how well it would work with high school students?  It's nice that students would be able to focus on what is being said, but at the same time studies show that more information is remembered when actual writing (not typing) takes place. 
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      This applies to all technology, not just Power Point. I'd say "making a webpage" is not a method either... it should be a medium to a greater purpose. Teaching students this so that they truly understand it, though, can be challenging. I'd say we don't do this very well in K-12 education.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion
    • we4nails
      we4nails on 14 Jul 14
       
      I LOVE this! We actually use a method for creating lesson plans called the "Comprehensive Musicianship Plan" which emphasizes the need for an affective outcome in each lesson. I think that this can be applied to having an affective outcome for every presentation. If you can't connect your audience to the heart of what you are saying, and draw some sort of emotional emphasis, it will never stay with them in the long run.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I think back to presentations I've attended and how many of those actually motivated a change in my behavior. The common theme was that successful presentationsI left me feeling angry, embarrassed, happy, or encouraged.
  • simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here
    • we4nails
      we4nails on 14 Jul 14
       
      To "not dumb down" is something to stress. I struggle with the balance of not being overly-technical, and at the same time, avoiding the trap of dumbing down the information. I often try to think the way a news reporter would. How can we get this across in a short number of words, so most people can understand, but so that those who have elevated levels of understanding aren't turned off?
  • Communication is about getting others to adopt your point of view
    • tjbudd
      tjbudd on 14 Jul 14
       
      The key is to keep that message in mind as we organize a presentation.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      True... even when it isn't really a persuasive presentation, there is still a mindset that you are trying to get your audience to adopt. That is what is difficult for me.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      We want to help them to remember- adding the emotion helps with the memory!
  • No dissolves, spins or other transitions.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I had an instructor use every imaginable transition and sound effect during my undergrad work. It was so loud and frustrating that I found myself focusing on the transitions instead of the material.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I find all these transitions distracting, also. Ugh.
  • he diagram uses a visual modality and the speech uses an auditory modality which should result in greater working memory capacity and better understanding,
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have used power point handouts for notes. When I could not attend a conference, but a peer went we could review the notes and I felt I learned a great deal. Also, I have used powerpoints as cheat sheets. These would have been the really bad ones where the speaker was actually not needed.
  • Your audience will thank you for it, because deep down, we all want to be sold.
  • One of the components for creating sticking messages is story
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      People will tend to remember a key point better if it is tied to a story. 
  • six principles from Made to Stick
  • time off the grid,
    • Patty Harrell
      Patty Harrell on 16 Jul 14
       
      I agree, it is extremely beneficial to walk away and re charge. For me, it's excercise-mostly outdoor like walking, hiking, biking or swimming. They take my mind to a whole new place and later I can come back with new awareness.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time
    • david moeller
      david moeller on 15 Jul 14
       
      I like to close my eyes when someone is relaying a complex idea. I think if the idea is less difficult to comprehend the effect is less. But by personal experience, i agree.
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
  • people want to use both parts of their brain.
    • david moeller
      david moeller on 15 Jul 14
       
      this seems like a good way to remember to complement ideas verbally with images in the powerpoint - right brain/left brain. people enjoy being fully engaged.
  • background knowledge on the topic.
    • david moeller
      david moeller on 15 Jul 14
       
      Remember to forget. This is hard. Knowing and meeting your audience where they are is crucial.
  • violating their expectations.
  • Surprise people
    • david moeller
      david moeller on 15 Jul 14
       
      This is one of my goals for future presentations. Surprises are exciting and engage your audience.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Good question to remember!
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Another reminder to not put EVERY word on the PowerPoint slides.
  • Second, make slides that reinforce your words, not repeat them
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Keyword to remember: reinforce
amorarend

Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views

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

shared by amorarend on 21 Feb 16 - No Cached
  • Our experiential approach is rooted in this concept: As freshman, students learn about and become part of a community; as sophomores, they explore what it means to serve within and through that community; as juniors, they use their service experience to provide leadership to younger students; and as seniors, they risk it all, moving beyond their immediate community to explore new ones.
    • amorarend
      amorarend on 21 Feb 16
       
      These experiences would be very beneficial for students as they get older and start working. Learning how to work with other people and being part of a community essential life skills. 
  • An environment without risk fails to prepare students for life outside the classroom, a world of risk taking. Allowing students to experience measured risks, in a supportive community, models the real-world paradigm where choices naturally entail risk.
    • amorarend
      amorarend on 21 Feb 16
       
      With parents becoming more and more protective of their children, I can see where it would be very important for schools to teach risk taking skills. 
  •  Teachers working with at-risk students may be frustrated by their students’ boredom, lack of interest in school, and inability to make the connection between learning and success in life.
    • amorarend
      amorarend on 21 Feb 16
       
      I struggle a great deal with this. I am very intrinsically motivated, so I get frustrated when my students don't seem to care about trying their best in my class.  I want what's best for all of my students, but when they don't seem to want the same thing it can be very disappointing. 
  • ...1 more annotation...
  • Question: Who’s still talking when everyone has stopped listening? Answer: The teacher
    • amorarend
      amorarend on 21 Feb 16
       
      Haha I feel like this a lot! Sometimes I feel like I'm talking to a brick wall! 
Heather Whitman

ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views

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

shared by Heather Whitman on 21 Jan 18 - No Cached
  • overflow of testing
    • nickol11
      nickol11 on 21 Jan 18
       
      I couldn't agree more with this statement. I feel like every other week we are testing our students through MAP, Iowa Assessments, etc. I am also from a TAP school so we are doing Pre/Post/Strategy testing in our rooms, as well.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I would love to learn more about a TAP school as that is a new term to me. I would agree with this statement too about doing testing overload.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is still a very true statement eight years after this article is written! The movement/shift is to move to more project based learning etc. but our testing systems have yet to make any changes. Very frustrating for teachers and students.
    • dykstras
      dykstras on 25 Jan 18
       
      Progress monitoring for intervention students comes to mind when I read this. These kids generally struggle enough as it is, so rather than use instructional time to help them learn more, we test tehm instead.
    • staudtt
      staudtt on 29 Jan 18
       
      This is one of my biggest pet peeves with education today. We get kids for only so long and so much of it is sucked away by standardized testing.
    • anonymous
      anonymous on 30 Jan 18
       
      I also agree with this statement and others comments. I wish we could find a good balance of testing and actual hands-on learning. Testing is stressful on everyone and takes the fun out of learning.
  • The four categories of learning targets are
    • nickol11
      nickol11 on 21 Jan 18
       
      This is the main goal of our current district. I find this information to be really important as there are so many items and content areas being assessed. I feel it is important to look and asses in all of these areas for our students to really make sure they are learning the items we are giving them.
  • Are results communicated in time to inform the intended decisions?
    • nickol11
      nickol11 on 21 Jan 18
       
      I feel that this is an essential part of teaching in addition to that of learning targets. Students must know where they are going before they start. They need a glimpse of what may be expected of them and possibly what not to do, as well.
  • ...63 more annotations...
  • performance assessment and personal communication,
    • nickol11
      nickol11 on 21 Jan 18
       
      I agree that we should see more performance based assessments with much for feedback for students. As we know each student is different this type of assessment create and opportunity for a student to create something to showcase their learning. Many times they will become more engaged and will retain much more information in the long gun. I am curious if some teachers stray away from these assessments?
    • brarykat
      brarykat on 25 Jan 18
       
      You ask a very good question.  I was trained in project-based learning.  Students can benefit so much from it but it can be overwhelming for the teacher without training.  I would guess many teachers shy away from performance based assessments for the same reason.  Putting forth more time in feedback to students could be a deterrent also. Especially in middle school or high school due to the number of students.  Time for grading and to write feedback for performance based assessments would be necessary to do it with fidelity.
  • grouping the assessments into levels
    • nickol11
      nickol11 on 21 Jan 18
       
      I am grateful to be apart of a district that recognizes this need and is providing us time to build our assessment plans while we are building our learning targets.
  • Who will use the results to inform what decisions?
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I think this is an important question. Who are the results for? The teacher? The student? The parent? Administrators? Legislators? I'm not sure the right answer, but it's an important question to consider.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I feel that everyone uses that results differently too to meet their needs and can construe them to fit their agenda.
    • krcouch
      krcouch on 29 Jan 18
       
      Totally agree with this! Who actually sees the results and how are they using it? Every teacher uses it differently for sure. And they need to be used to best benefit the student.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Many districts are moving to standard based grading. After more explanations and understanding to students, families, community, staff, and legislators occurs, I think this will help. The focus on the standard and after breaking it down many ways and with much thought, the results are shared. I agree that people can construe the results to look better or gain something, but we have to focus on who matters. It is for the students and those doing the teaching to really make decisions where to go next. Let the data talk.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      Having the end in mind is important in teaching, because otherwise we aren't teaching what we are assessing, which ultimately makes our assessments useless.
  • descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      This is time-consuming... every teacher knows this is helpful, but we don't always have the time to provide the immediate feedback. Aghhhh...
    • brarykat
      brarykat on 25 Jan 18
       
      Right… and we are now a society with expectation of immediate feedback on many aspects of life that waiting can cause great frustration.  Technology has provided many ways for teachers to provide immediate feedback, but without trainings many educators don't have knowledge of support tools.
    • blockerl
      blockerl on 28 Jan 18
       
      I really like using Google Docs in my classroom to provide immediate feedback to students, especially when typing an essay. For example, this week I had students "finish" their memoirs much faster than their peers. With the use of Google Docs, I was able to provide them with immediate feedback about what they can do to improve their paper. Immediate feedback is hard, but I try to get papers back with clear feedback to my students as quickly as possible.
  • self-assess and set goals.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I'm trying to understand this better as I'm creating an online class for students to take. I'm trying to understand how students can take some ownership of their assessment and learning, but also struggling a bit to wrap my mind around it.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      There is a huge effect size for student goal setting. So essentially, huge ROI if students understand what is the goal and where they are in relation to the goal and how they are going to move closer to the goal. So if you can create the opportunity for students to self asses, it will be time worth spent.
  • formative point of view
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      There's certainly more focus on formative assessment nowadays compared to years ago, where we did more summative.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! It is important for teachers and students to have the feedback of knowing where they are instead of figuring it out after taking a summative assessment.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • hansenn
      hansenn on 24 Jan 18
       
      These targets should be the criteria on your rubric or the focus of your questions. It can be challenging to create questions that directly relate to the targets.
    • brarykat
      brarykat on 25 Jan 18
       
      I agree.  Rubrics can help students and the teacher stay focused on the expected outcome.  I appreciate the suggestion that the teacher should use rubric verbiage in the feedback to the student.  Which also means the vocabulary in the rubric needs to be clear and understandable.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      I think rubrics are critical for assignments/projects. We are letting the students know what the expectations are for the assignment.
  • not
    • hansenn
      hansenn on 24 Jan 18
       
      I once read that you were not suppose to use not in a selected response, but I still use them because it makes students compare and contrast the concepts.
    • dykstras
      dykstras on 25 Jan 18
       
      I agree. It's not a trick question.
  • Students learn best when they monitor and take responsibility for their own learning.
    • hansenn
      hansenn on 24 Jan 18
       
      I have been trying to have my students use a rubric to evaluate their own progress. If i have time to talk to the student and compare our scores and provide oral feedback it works better. Online meeting with the student might be more difficult.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I think when any human does self-reflection their is more meaning behind it and we carry those skills with us longer and they are personalized.
    • dykstras
      dykstras on 25 Jan 18
       
      I tried to do this through Google Forms and share results with parents at conferences, hopefully to show correlation between what their kid thinks they understand versus what they demonstarte they understand. I have to admmit, it failed. Kids ranked themselves high almost everytime as if they thought it would affect their grade. it ended up having no impact on achievement. Perhaps I will try a different approach at a later time.
    • bbraack
      bbraack on 27 Jan 18
       
      When a student takes responsibility for their own learning, then when they understand or meet the standard, then they know they have learned something and did it they feel good and have accomplished something.
  • ongoing information needs of teachers and students.
    • hansenn
      hansenn on 24 Jan 18
       
      The needs of the school or teachers is to be able to grade the assessments. If standardized test are selected response and short answer because the results can be calculated quickly. They can measure some higher thinking skills, but most are not. Why do people place so much importance on the test.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Great question and observation!
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      I find this interesting. Authors are betting that giving up instructional time in favor of testing will pay off in terms of better decisions about students and what seems to be for some, the ultimate goal of improved standardized test scores. Assuming assessment structure and frequency is balanced as the paper outlines, that's a good bet.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      what is interesting is that most teachers are doing formal assessment throughout their teaching, using RTI (response to intervention) time etc.
    • dykstras
      dykstras on 25 Jan 18
       
      See my comments on the 'overflow of testing' highlight. Guess I should have read a little further. This is like betting on giving up one hour of instructional time every Wednesday for professional development will increase student achievement.
    • carlarwall
      carlarwall on 26 Jan 18
       
      We also need to find a balance of instruction and assessment. How can we expect students to perform well on assessments when there is little or no time for instruction on the concepts being assessed because of all the testing.
    • blockerl
      blockerl on 28 Jan 18
       
      I'm interested to know what they are basing this on. So, if I test my students more, they will learn more?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      This is an excellent visual to help assessors think carefully about the learning target and in turn selecting a proper assessment method. It even has some flexibility supporting a multiple measures type of approach. Accuracy is important and this matrix can help serve that goal.
    • brarykat
      brarykat on 25 Jan 18
       
      Well said Mike.  I think this would be a helpful document for teachers to keep in a ready reference file.  I hadn't considered some of the reasons why certain assessments would not be a good match with the learning targets. The explanations whether good matches or not are quite helpful.
    • blockerl
      blockerl on 28 Jan 18
       
      I, too, really like this chart. It is a nice, simple thing for teachers to use when they are in their teams coming up with Common Formative Assessments.
    • staudtt
      staudtt on 29 Jan 18
       
      As eveyone has stated, this chart really does a good job of breaking down quality ways to look at learning targets. It keeps it simple yet you get some quality information.
  • Will the users of the results understand them and see the connection to learning?
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Assessment, as a science, can be tough to comprehend for professional educators, let alone a 8 year old, a parent, a school board member or some guy reading an article in the Des Moines Register. Ask ten people to explain validity and reliability and you might be surprised at the results. What I like about the concept in this article is that it emphasizes the "context" of the assessment. Do users of results truly understand what they are looking at and most importantly connect to a big picture and take the next step? Communication is important but so is education and review of assessment principles for all users of results to understand.
    • anonymous
      anonymous on 30 Jan 18
       
      Great observation Mike! You summed up this article perfectly. All of the focus and discussion on assessments doesn't do any good if the people involved aren't truly understanding the information that is being shared with them. People can't comprehend next steps if they don't understand the information in the first place.
  • Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate users.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Great conclusion and mission. After reading this, I have definitely been challenged to take a closer look at how I view assessment, its purpose and what to do with the results. Seeking balance in the manner in which we conduct assessment and committing to improve assessment literacy for myself and others is a key take-away for me.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Seeking balance in assessment is something I gained from this article too. I will be looking at assessment differently.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      Agreed! Balance is the key to anything. We need to show the students that assessment is important in any form. It is how we grow not only academically, but personally.
  • results that point student and teacher clearly to next steps
    • brarykat
      brarykat on 25 Jan 18
       
      Over the years I've observed increase in doing constructive lessons due to results of assessment. When I was new to this profession the assessment was the focus.  Now I see more emphasis on helping close gaps in learning located through assessments. However, time for assessments to be evaluated and locate those areas that need review or to reteach (possibly in a different method) is mandatory. Allocating the time needed for teachers to evaluate results should be a priority for administration.  
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I agree. I think following the PLC framework helps teachers collaborate about the learning needs based on assessments.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      Hi Lisa! I completely agree with adding stock to the PLC framework so that teachers have intentional and regular time to have these conversations when there is plenty of time to act up on results and adjust instruction.
  • Assessment quality and assessment balance
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I believe we need both quality and balance. I believe we were on the right step with Smarter Balance when the decision was made to halt that process and put it on hold for various reasons.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I couldn't agree more. Smarter Balanced is the most standards based assessment available and instead of top quality for our kids and teachers, the legislature chose to spend less for lesser quality for our kids. You can see it's a hot topic for me.
  • basis of a single measure
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      This is a sad day when we as educators take one single measure and make life long decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      I totally agree! Basing decisions on one assessment is like interviewing someone for a job and only asking one question. We need to look at multiple artifacts when making decisions that are best for students including any social/emotional needs of the student.
    • krcouch
      krcouch on 29 Jan 18
       
      Agreed! a single measure should not dictate what our students know and how they learn. Students learn many different ways...visual, auditory. and test many different ways...
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true! One test, or one event, should not define a student. That goes against us teaching our students to be life long learners and having a growth mindset.
  • including students
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The learning targets and reason for the assessment needs to be first and foremost clear to the students. Teachers need to take the assessment before hand to assure it aligns with the teaching standards that they intended to be taught.
    • dykstras
      dykstras on 25 Jan 18
       
      Our district has made a strong push to write all learning targets in student friendly language, often times utilizing "I can" statements
  • learning targets
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      These have to be clear and concise and match to the common core.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Clear learning targets are not only key when assessing, but they are also important during instruction. With that being said, that does not mean just posting them in your room, but using them throughout instruction.
  • choices in the assessment methods
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using a choice of assessment methods is important to capture for all students their knowledge on a learning target.
  • noise distractions
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I was in a classroom the other day and she had the radio playing in the background and it was a distraction for me. I was trying to work with a special ed student on a science assignment and has a hard time concentrating.
    • srankin11
      srankin11 on 29 Jan 18
       
      If a student focuses better with music, why wouldn't a teacher have that student use ear buds? There are many students that would be distracted by the music/radio and may not say anything to the teacher.
  • Feedback to students can use the language of the rubric
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using the same wording from the rubric is another way to enforce the students' learning and reinforce skills.
    • dykstras
      dykstras on 25 Jan 18
       
      Again, I should continue to read before commenting. I just said the same thing in a previous post :-)
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, using the same language helps to reinforce for students that this is important.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The key here is formative and summative and ongoing assessments. We don't stop with one and move on we want all students to learn the prioritized standard to mastery.
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical! We need to have balance in our instruction and assessment. We don't want to be that teacher that practices "Death by assessment".
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs. This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical and just reaffirms that balance is the key. Teachers need to be adding/weaving the various assessments within their normal routine.
    • staudtt
      staudtt on 29 Jan 18
       
      And the key/struggle at times is finding what type of assessment/s fits the learning target/s to maximize the time a teacher has.
  • he decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is a critical piece! There has to be some guidance from the district level to school level to teacher level, but buy in really has to be at the teacher/student level. Another thought could be that it is driven from the bottom up instead of top down.
  • (selected-response, extended written response, performance assessment, and personal communication)
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      It is important to keep all four of these options within the assessment for students to show their knowledge.
  • Making decisions that affect individuals and groups of students
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I have always disliked the notion of adults thinking a test score will determine a child's future, and then impacting that future by giving that child the message that their test scores are who they are.
    • anonymous
      anonymous on 30 Jan 18
       
      I agree with your dislike of the notion of adults thinking a test score will determine a child's future. I feel that puts too much pressure on student's when they are testing and increases their anxieties. Single test scores cannot accurately measure one's thinking and abilities. I wish that society would change their thinking and listen to educators who are actually in the classrooms.
  • organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      This is difficult but important work. In my experience teachers are not well trained in creating assessments that are aligned in this way. I have attended some trainings in this, and as an instructional coach, I try to support quality assessment creation by teachers. However, in the long run, I think that it is better if schools adopt materials that include assessments that are aligned to common core and are already vetted by organizations such as EdReports to be of high quality. It saves times, and the models from these materials actual teach the teachers along the way of how to create tests aligned to learning targets
  • stable estimates of student achievement
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      A major challenge we are confronting at JHS is that assessments (and by that I really mean evaluations/grades) are 'dead'. They aren't about growth, they are entered as numerical grades into Infinite Campus. This has made 'assessment' a dirty word (like the overflow idea below).
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I know what you mean. This year with some SBAR transition work, the teachers did not have to enter the district end of term assessments for math (and maybe other content areas?), but the teachers were told they could still use the assessments. It was interesting to listen to conversations when teachers could actually assess and then just use the info to inform their instruction rather than just to perform a function in Campus.
    • dassom
      dassom on 28 Jan 18
       
      I love the word stable in this sentence. We have CTT that arent giving enough CFA's to catch kids before it's too late. We have the flipside though the some CTT's are giving almost to much assessment that the kids aren't getting a chance to struggle (which is not the correct tern). I think with practice teachers will get better at it, but it definately needs to be a quality good balance. Too much or too little can be harmful both ways.
  • Clear Purpose
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      Too often the purpose of the assessment is to see if a student knows the content or not at the end of a unit or chapter. This article would be good to share to change that idea.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Exactly. We need to think about the final product or big idea of what we want them to know even before creating a test/assessment.
  • Sound Assessment Design
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a major challenge! Teachers need support in learning about and reflecting on assessment design.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! I believe teachers not only need the support but also the time. To write a sound assessment takes time. For many subjects, there may be quality assessments included with textbooks. For other classes, all assessments must be written by the teacher. This takes time to produce a quality assessment.
  • Student Involvement in the Assessment Process
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a daunting idea when a teacher may teach 6 periods of the same content to 25 students at a time. Teachers need to see this as doable and students need to develop these skills.
  • selected-response formats, extended written response, performance assessment, and personal communication
    • dykstras
      dykstras on 25 Jan 18
       
      Multiple assessment methods is and always has been best practice. Choosing only one style of question type can prohibit many learners from expressing their knowledge of the material. There are too many lerner styles in any given class to apply a one size fits all assessment.
  • teachers must provide the results in a way that helps students
    • dykstras
      dykstras on 25 Jan 18
       
      This is where I think our work with rubrics shows students how to grow.
  • taking advantage of dependable data
    • dykstras
      dykstras on 25 Jan 18
       
      It all boils down to this for me. What data do I have? Why do I have it? What am I going to do with it? How will it impact student achievement?
  • common assessments
    • leighbellville
      leighbellville on 25 Jan 18
       
      Common assessments are a focus now during our Professional Learning Communities (PLC) work. There have been concerns expressed by educators that students are asked to complete too many assessments now. However, I have also observed when additional assessments can allow students more flexibility in terms of movement based on individual growth. If a student is tested only once per year and this one piece of data is used to guide decisions throughout the year that would not be in the best interest of the student either.
    • dassom
      dassom on 28 Jan 18
       
      I know common assessments can be terrifying to teachers because of what it actually showing. The results are a reflection of how well your students did, but it is also a reflection of how well you did teaching the concepts. It's hard to be in "competition" with another teacher. When teams develop that true collaborative mindset they are less likely to see it as a competition but with the wrong dynamic sadly that's exactly what it could seem like. I think the common assessments also hold the teams accountable to each other because it's what they are agreeing to teach their kids.
  • formatively
    • leighbellville
      leighbellville on 25 Jan 18
       
      Formative assessment is such an important piece. Students need feedback throughout the learning process, and providing ungraded feedback is essential. For those interested in learning more about formative assessment, I found the book Embedded Formative Assessment by Dylan Wiliam to be helpful.
  • For example, if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches, whereas performance assessment or personal communication may be less effective and too time-consuming
    • leighbellville
      leighbellville on 26 Jan 18
       
      It is an important point to consider whether we are choosing the right assessment. I have observed previously when personal communication was chosen as the assessment method, which was not the best use of the student or teacher's time. Though opportunities should be provided for personal communication, we need to consider when it will have the most impact.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Performance assessment can be time consuming but can be a big picture look and communication between student to student, student to teacher, student to expert can help grow as well. Earlier the article pointed out the need to have multiple measures. I see the need to really focus on what the goals are and use the table below to help people make decisions based on the current need.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • leighbellville
      leighbellville on 26 Jan 18
       
      Asking students to track their own progress in relation to learning targets and communicate their status to others can be impactful. When students self-assess and dig deeper into the language of the learning targets to set goals, they will have a much clearer understanding of the expectations.
  • Only assessments that satisfy these standards—whether teachers' classroom assessments, department or grade-level common assessments, or benchmark or interim tests—will be capable of informing sound decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Having criteria for assessment and understanding the purpose is so important.
  • Do the results provide clear direction for what to do next?
    • carlarwall
      carlarwall on 26 Jan 18
       
      This statement is so important. When we are analyzing the results of assessment we should not just looking at how many points a student got. Digging deeper into what they were successful at, where they had any misconceptions and then planning from there is so important.
    • krcouch
      krcouch on 29 Jan 18
       
      so important. They need to know where to go next and what they can do to improve.
  • current practice
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I'm going to push back on "current" here. I know that in Davenport teachers are working HARD to look at common formative assessments and daily quick checks to inform instruction so that kids are ready when they reach the common summative assessment. It's a work in progress, and not everything is perfection yet. However, conversations about learning in real time are happening, and it's awesome.
  • Most assumed that a low score or grade was probably justly assigned and that a decision made about a student as a result was as defensible as the evidence on which it was based
    • Heather Whitman
      Heather Whitman on 26 Jan 18
       
      moodle_iowa
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I have heard adults remember the testing as a child and parents say, "My child just isn't a good tester." I don't test very well. I avoided getting a masters from some schools because they required the GRE to get into the program. NO WAY! I often wonder why a GRE score determines who can take the courses and pay anyway? How should our colleges/universities look at the biases of testing and/or knowing some people haven't taken certain courses in 20 years?
  • multiple measures
    • krcouch
      krcouch on 29 Jan 18
       
      I agree. Multiple measures is a better measure of sucess.
    • emmeyer
      emmeyer on 03 Feb 18
       
      Yes, this encourages our growth mindset!!
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the multiple measures really help us see the whole kid. What if I am artistic in nature and don't show what I know on the basic tests? What if I am ultra creative in writing? What if my strength is technology, and I disengage because all I want to do is create. Multiple measures is imperative, and we need to look at different ways as well.
  • t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
  • wealth of data
    • bbraack
      bbraack on 27 Jan 18
       
      There definitely is a wealth of data with all of the testing students have to go through. Sometimes it seems that nothing is really done with it or that there is so much that it is hard to understand or interpret the data.
    • emmeyer
      emmeyer on 03 Feb 18
       
      On the other hand, right now, our district only has the FAST test for reading and there are no other consistent assessments across the district.
  • NCLB has exposed students to an unprecedented overflow of testing.
    • bbraack
      bbraack on 27 Jan 18
       
      It seems that students have to take so many tests, such as, Iowa Assessments, MAP, or whatever and it doesn't really seem much is done with the data. I know if I was a student I would be frustrated with all of the tests they have to take.
  • quality and balance
    • bbraack
      bbraack on 27 Jan 18
       
      I think the key here is quality and balance, but because of all of the Standards that have to be taught in a year, sometimes the quality isn't what you would like and there really isn't a balance with all of the types of assessments students have to take.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 30 Jan 18
       
      This is critical. We, and I really mean the state/districts go overboard at times and do too many assessments. Students and teachers need a balance - otherwise it is just another case of teaching to the "test'>
  • such as "Focuses on one specific aspect of the subject" or "Makes an assertion that can be argued."
    • blockerl
      blockerl on 28 Jan 18
       
      I would be fine with this as long as the student also explains how their assignment "Focuses on one specific aspect of the subject." If we just as them to apply a piece of the rubric to their assignment, they are going to often just pick something that sounds pretty good and copy/paste it into the reflection.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • blockerl
      blockerl on 28 Jan 18
       
      This is a good point. Performance assessment and personal communication are great ways to measure a student's learning and/or knowledge. I think sometimes we forget about this because we are so used to preparing students for a selected-response test.
    • dassom
      dassom on 28 Jan 18
       
      I know giving multiple assessments over the same learning target can seem time consuming for teachers, and makes it less likely to happen. If teachers had training or ideas of how to assess in a fast or effective way they might be able to take advantage of this concepts, which most know is a valuable but hard to do with time constraints.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Great idea. I like the idea of practical use. It goes back to the saying "when am I ever going to use this" statement. Its good to have students know or understand how, when or why they need to know.
  • clear statements of the intended learning
    • dassom
      dassom on 28 Jan 18
       
      I think of the clear learning targets as the lessons that the teachers are promising to teach. In my district we have pacing guides as well as end of the quarter assessments that are the same district wide. All the teachers are expected to teach these concepts. The style may be different but the outcome or learning targets still need align. It holds teachers accountable but also is promising the students fair curriculum district wide.
  • assessment literate
    • dassom
      dassom on 28 Jan 18
       
      I've never see this term before but I think it truly applies to the process of our CTT process in our district. We have the question to ask what do we do if the don't know it, and then the follow up question what do we do if they still don't know it. It's important for teams to understand what information will be obtained from the results and what the plan is for kids that are proficient or successful at the assessment the first or even second time around.
  • formative applications involve what students have mastered and what they still need to learn
    • staudtt
      staudtt on 29 Jan 18
       
      This is something I still struggle with doing well. Sometimes it is a time thing, but helping guide students before the summative is important and I'm trying to better at.
  • effective feedback
    • srankin11
      srankin11 on 29 Jan 18
       
      Effective feedback is so important to student learning success. It's not the final grade that is important but the learning that has taken place.
  • teachers can choose among the four assessment methods
    • srankin11
      srankin11 on 29 Jan 18
       
      Assessing in a variety of ways helps to see what the student has learned. Giving short-answer formats may be quick to give results plus give practice to taking standardized tests. Having some assessments that require higher-order thinking may give other results that could be beneficial.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures
    • anonymous
      anonymous on 30 Jan 18
       
      This is a powerful statement because I feel that assessment literacy and design is not an area of focus in teacher preparation programs. At least it wasn't a focus when I was an undergrad, but hopefully that is changing.
  • vague directions,
    • tifinifog
      tifinifog on 30 Jan 18
       
      Too often seen teachers have different ways of giving standardized tests. Some kids are allowed to read after test, others have to go over test until others done and others get to play on devices until finished. Kids want to hurry up to be done just to have fun. Consistency is crucial.
  • self-assess and set goals.
    • tifinifog
      tifinifog on 30 Jan 18
       
      This is a great example of how a teacher could let the student see the rubric prior to the project/test so they can set a goal or try to improve from a prior test.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the key here is to use the Understanding by Design format. This helps people to focus on what truly needs learned. It is easy to lose track of the goals and the results are distorted or biased.
  • cultural insensitivity
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think this is often overlooked. It is not intended and most are unaware. As our schools become more diversified, I think this is a huge part we need to address. We have to learn more about our students' lives and cultures. Then evaluate language or cultural expectations. Some cultures don't want students to look at people in their eye when talking. How does this work when they present? Are we thinking through what their thoughts are when presenting?
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?
annott

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by annott on 16 Apr 19 - No Cached
  • choice serves as a motivator
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      When I give some of my kids choices on what they want to do, they have a tendency to ask me for suggestions. I would think the students would need experience with choices to feel confident enough to go make their own.
    • anonymous
      anonymous on 25 Apr 19
       
      I have found this as well, in language arts/my writing classes. Giving them an umbrella topic- How-To Essay, and the world at their finger tips, they'll try to take one of my simple examples (how to tie your shoes) instead of choosing their own. I wonder a good way to teach students how to make choices- seems like a valuable lesson!
    • tmolitor
      tmolitor on 25 Apr 19
       
      I've also witnessed this in many things.Most the time I try to put a similar assignment on paper as on chromebook and allow the students the choice on how they would even like to do the assignment for that day.
  • You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I have to get over this at times. We do a lot of collaborative work and if a visitor came into my room they would probably say it is noisier than most classrooms. Once they sit in there for awhile they see the students working together and learning from each other. It is a great thing to experience.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I had a principal that once told me he loved when he'd walk into a classroom where the noise was coming from the students working together. Learning can be noisy and people need to understand that, whether that is in a library or a classroom.
    • anonymous
      anonymous on 25 Apr 19
       
      It kind of bothers me nowadays when I walk into a room where students aren't talking. It can be hard to get students to know the difference between just 'socializing' and working together, but I often see the most learning happening in my classroom when the students (rather than just me) are discussing.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I used to always get nervous when an administrator would come into my room, and it wasn't quiet. Now that I've been teaching for a couple of years I have figured out most learning seems to be occurring when students are talking.
  • 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.”
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      Such a real life skill. Learning to fail and work through a situation is such great lesson to learn. As teachers it is difficult to watch a student struggle. Knowing that it is part of the process of becoming better at something gives us a little more patience.
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is a difficult thing to convince parents about in my school. They are looking for perfect scores and don't like it when we "let the kids fail". It will take time to make this shift in thought in our community. I agree that this is a very real life skill that is important for kids to learn how to work through.
  • ...28 more annotations...
  • Eighth grade math teacher Julie Ison describes a project her classes worked on that involved graphing. Working with Excel, the students went to a few websites (preselected by the teacher) and picked data about whatever they were interested in—flavors of ice cream, baseball statistics, basketball statistics, whatever they wanted. They sucked in all the information, put it in Excel, manipulated it, made graphs out of it, and figured out what graphs went with that data, what graphs didn’t go with that data
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      Neat idea. I have a unit on statistics and probability coming up. This is an activity that I might steal. Great way to incorporate personalized learning with graphing real life data.
  • We use Schoology as a learning management system, which many students access on their own phones if there aren’t enough devices to go around.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I heard this is a great program. My school is looking to adopt this as our LMS.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I know often people think it's important for all teachers to use the same LMS is that true? Does it hurt students to have some teachers using one and some using another?
  • This flipped learning setup frees up my students to use classtime to practice their skills.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      One of my goals before the end of the school year is to do a flipped lesson. I'm excited to try it.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      Given that we only see our students twice a week in PE, the use of blended learning is very beneficial to making the best use of face to face class time.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I think we need to do more flipping as it would also help parents, especially in math. Often times I hear parents say well I can't help them with their math, so this way they could see how the teacher was doing the problem and help their child easier.
  • fantasy football stats during class, their motivation began to soar.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I've used the curriculum Fantasy Math and Sports by Dan Flockhart. The students who love sports love this program. It's great way to learn math and is aligned with the common core.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • cmanring
      cmanring on 17 Apr 19
       
      This is definitely the case in History/Social Studies. Some students will come in and out of interest based on the time period/unit/activity. Finding a way to keep interest would help.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I was thinking the same exact thing about my Social Studies classes. Some time periods/events are more exciting then others but if you can relate it to current day things or to how it still impacts students today they seem more interested in the topic.
    • annott
      annott on 30 Apr 19
       
      This is a very valid point. Technology does give way for more student engagement.
  • But when the teacher started to use the students’ questions rather than her own to frame discussions, motivation began to rise.
    • cmanring
      cmanring on 17 Apr 19
       
      I have found success and better serving students in the last few years by continually asking them what is and isn't working.
  • They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read.
    • cmanring
      cmanring on 17 Apr 19
       
      I have loosened up on this as well the last few years. I wouldn't want to read on the dusty floor but some really enjoy it.
    • kmolitor
      kmolitor on 25 Apr 19
       
      Our school is moving to more flexible seating in most classrooms. I think in some cases it works well, in others I think it can be an issue. I think it's important to at least allow students to stand up as opposed to staying seated as they literally sit all day.
  • 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.
    • cmanring
      cmanring on 17 Apr 19
       
      In the end just allowing students to have and make choices at the minimum gives them the sense that their opinion matters, counts, and they can make decisions.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I've given kids freedom to choose topics/ideas in my class and many times I have a handful of kids coming up and asking me what they should do, what would be a good one, what would be an easy one to do.
  • However, if tasks are perceived to be too difficult, motivation is likely to suffer.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I feel like this is kind of a catch 22. If you make the project challenging for the students they are more likely to lose interest in doing it. So should we make easy projects to keep them motivated. I don't think thats the solution.
  • 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.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      This just described just about every class I have ever taught. Some kids like endless options, some want a few, and some want to be told their only option.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I agree Tom, but I think it's because they have lacked choice before they get to HS and then once they get to HS they worry about grades and want to know how to get an A.
  • Not every program lends itself to choice
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is something that is important to remember. It doesn't always have to be choice in the topic or the process of learning, it can be choice in the presentation.
    • tmolitor
      tmolitor on 25 Apr 19
       
      Right, I think that is sometimes easily forgotten. Just any choice along the way can be good.
  • So far the teachers have talked about choice in terms of curriculum, but choice can also, surprisingly, come into play in relation to discipline
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is so true! I have started using this in my classes, "these are your options....you choose" Many times I have used, "Would you like me to help with the situation or do you think you can settle it yourselves?" Sometimes they do actually want my help to settle a conflict and other times they are able to do it on their own. This of course is for small disagreements, not big blow outs. I think it is important though to give them the chance to sort things out on their own if they feel they can do so. Most of the time they can and it is a good skill to practice.
    • tmolitor
      tmolitor on 25 Apr 19
       
      We have done a lot of PBIS training recently, and this is one of the big things they tell us.
  • They could be two ‘bad’ choices
    • tracyc4
      tracyc4 on 19 Apr 19
       
      There are consequences for actions and the teacher is still in charge of those consequences, even when students are getting choice in the disciplinary action.
  • Show us what you’ve learned,
    • mistermohr
      mistermohr on 19 Apr 19
       
      I think that choice in assessment is the harder one to implement. Choice in what you learn about seems more common place. (ie what dinosaur to study, which event to study, etc.)
  • differentiation of instruction, assessment and expression of learning as well as the collection of student data.
    • mistermohr
      mistermohr on 19 Apr 19
       
      I think that automating what you can in these categories makes teachers more effective.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      This is key to the Physical Education world especially as they tend to have twice as many students than other teachers.
    • anonymous
      anonymous on 25 Apr 19
       
      Pretty much anything that gives you more data is brilliant in my book- particularly if it's a technology that gives the student data that they can reflect on as well!
  • Now they have access to the full unit from the beginning
    • mistermohr
      mistermohr on 19 Apr 19
       
      Having a unit ready to go from day 1 of the unit is tough. When students see that though, I think they have confidence because that means the expectations are all set out at the beginning. They just have to navigate each expectation. It is the difference in running a race and knowing where the finish line is and running a race and not knowing where the finish line is.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      I am thinking this is the way to go but I worry that if changes need to me made midstream how that will affect the students who may moved ahead.
  • 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.
    • mistermohr
      mistermohr on 19 Apr 19
       
      I love this quote. Easy vs. simple.
  • It 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.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      There is so much to be learned about the design of instruction for all teachers as we move forward. All teachers need more PD on this to get us into the 21st Century of Learning and beyond. There are so many exciting things that can happen when this is done well for students. I really think that our students would be more motivated to come to school if we would move out of the industrial era!
    • kmolitor
      kmolitor on 25 Apr 19
       
      I totally agree. We need to change the way school is structured so we can motivate students.
  • require students to work in groups
    • kmolitor
      kmolitor on 25 Apr 19
       
      I think we need to work on getting students to collaborate with different people but they tend to want to be with friend groups especially in MS. I like the idea of giving one "buddy" in their group.
    • anonymous
      anonymous on 25 Apr 19
       
      My system of group selection works as follows- I draw names randomly, and students jump into groups as they are called. It very rarely happens that an entire group of friends gets together, as some other students will jump in. For this to work, though, there usually has to be a topic set up beforehand, so they know what they're getting into.
  • “One of you needs to move. You decide.”
    • anonymous
      anonymous on 25 Apr 19
       
      I'm surprised I haven't heard much/seen much on this fairly simple concept. Maybe it doesn't work as well as they mention here? I could forsee, if I have two students causing issues, and I ask one of them to decide who moves- they would just get in another fight and/or both refuse to move. Nice in principle though!
    • tmolitor
      tmolitor on 25 Apr 19
       
      I feel the same as you. It seems like when you give two or more students a choice they start arguing about it.
  • The journey from old school to new learning paradigm was bumpy at first.
    • annott
      annott on 30 Apr 19
       
      I would agree, it has been bumpy, but it's definitely better!
  • And our classroom is often noisy and active as we play a round of Kahoot
    • annott
      annott on 30 Apr 19
       
      Some of my students love to play it and others don't . But its great for a change of pace.
    • annott
      annott on 30 Apr 19
       
      Learning doesn't have to be quiet.
  • This year I create experiences to expose my students to a range of real-world issues, review the fundamentals of research and help them discover authentic ways to research their issues using a wide variety of digital tools.
  • When it is time to take the standardized tests at the end of the year, your teachers use your project portfolio to help you identify the standards you have already met and rehearse the test with you but don’t otherwise find it necessary to do extensive test prep.
  • Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • annott
      annott on 30 Apr 19
       
      I would agree that giving options is much better for student learning. When they are part of the planning and designing it natural makes it more engaging.
  • As a result, instead of lecturing to students and showing them a PowerPoint during classtime, I give them screencasts or videos to watch at home.
    • annott
      annott on 30 Apr 19
       
      We have to let go of the idea that every student must watch every minute of our videos. Good point that they can fast forward, that does make it adaptive.
  • Just three short years ago, my AP students would each have produced their own 10-page research paper. This year, they will select social justice issues that they will research with a team. Each team will collaborate to create a presentation for the board of a philanthropic organization in competition for a hypothetical grant that will be awarded to the program or event most likely to deliver real change. I will bring in administrators and community members to serve as the “board” and choose a winner.  The students won’t get a real grant, but they will receive public recognition for the winning project.
    • annott
      annott on 30 Apr 19
       
      I love this idea, what a great way to get higher order thinking along with collaboration, and an authentic audience.
edgerlyj1

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

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

shared by edgerlyj1 on 11 Feb 18 - No Cached
  • but every mechanism we use to measure it is through control and compliance
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This is such a true point. We emphasize wanting to produce independent critical thinkers, but most of our whole educational system is aimed at producing compliant students who have all mastered the same things.
    • agoeser
      agoeser on 12 Feb 18
       
      Do we have a need for students in society that haven't mastered the basics? I just feel we need both worlds. We need a traditional classroom with traditional standards and we need personal learning aspects to benefit the individual.
    • crystalseier
      crystalseier on 17 Feb 18
       
      As teachers, we think of adding choice or creativity is a simple way to differentiate and personalize learning for students. Yet, we are still in the mindset of assigning grades. How do you grade someone on creativity and innovation?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think it is difficult for teachers to offer a more personalized approach to learning when the state demands rigorous and frequent assessments on our students.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      crystalseier: "Yet, we are still in the mindset of assigning grades." I agree 100%. The realm of personalized learning is hindered by the current reality that we have to grade students. I see progress in this area because some schools are going away from class rank and some are even getting rid of GPAs. I think standards-based grading is progress towards being able to have more flexibility in the classroom and not being restricted by grades, both as a teacher and also in the minds of students (and parents!)
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This may not be "personalized learning" based on the definition, but I feel this is a common stepping stone for most teachers to move in that direction. I feel it would be very hard to move from traditional teaching to completely PL based on how it is defined.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think there can be a place for these tools in a classroom. However, they are definitely not personalized. My first graders use a math program like this. It adjusts instruction based on students' answers. I use it as part of my math stations, but I do not see it as the entire instruction by any means. I also do not see it as personalized learning. Students do not get to choose interest areas. It does not even really allow for solving math problems in unconventional ways. However, I do find it to be a useful resource for a small part of the school day.
  • personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • aaronpals
      aaronpals on 11 Feb 18
       
      This particular section revealed some real fears I thought I didn't have about relinquishing control.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems like technology will be controlling the classroom instead of the teacher.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      When teaching very young students, how can the make an authentic choice to tackle a problem?
    • crystalseier
      crystalseier on 17 Feb 18
       
      Facilitating opportunities for 'authentic choice' for each student for every concept is an overwhelming thought. Students need to have the skill of being self-motivated.
    • mriniker
      mriniker on 19 Feb 18
       
      I love the idea of personal learning and kids would be more engaged in authentic work. But how do we give them the skills we are still required to teach while allowing this type of environment.
  • ...30 more annotations...
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems that the older generation is more reluctant to change the way students learn. I feel that a large percentage of people that have been in education for quite awhile want standardized tests, data, etc. That is what they know. Changing to a personal way of learning is going to take many years for everyone to buy into that concept...in my opinion.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed. I think even the new generation of teachers out there are behind the pace of what students need nowadays because the conventional ways of education have been so slow to change.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      Yes, it's going to be slow change.... I think what complicates this is the rate at which technology changes things. We just can't keep up!
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • agoeser
      agoeser on 12 Feb 18
       
      I had a friend that taught HS English/French for over 30 years. She retired last year because she said her school was using more and more technology. Her exact words were "I have no desire to learn all that new technology." My first thought was "that's too bad. Maybe she would have really enjoyed the new changes."
    • agoeser
      agoeser on 12 Feb 18
       
      Her style of learning was having the students read the material at night and discuss the material during class.
    • anonymous
      anonymous on 13 Feb 18
       
      It really is a shame at what some of these teachers that are near retirement age are missing out on. I understand that change is not always fun at first. However, when we see the engagement and joy in the students' eyes with these new and exciting resources we have to offer them, that's when our jobs are most rewarding!
    • christopherrush
      christopherrush on 14 Feb 18
       
      That can be true, but I know students who feel the opposite. In some foreign language classes, they are being inundated with technology (videos, interactive sites, music), but they hate the courses because they aren't learning anything! No grammar, no sentence structure, no parsing, just parroting sounds pretending technology is giving them an education. Sometimes too many resources can be detrimental.
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
  • Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems we can't do anything without technology. Does anyone think technology has went too far? I struggle with that question.
    • anonymous
      anonymous on 13 Feb 18
       
      I also struggle with that question. Is technology great? Yes. Is technology changing the way we think and teach at times? Yes. Should technology always be the main focus of our teaching/learning. I don't necessarily think so. I feel students need foundation skills (reading from print books, basic mathematics understandings, etc.) before they have the potential to be distracted by technology. Can a child learn to read on an iPad-of course! Can a child learn their numbers on an iPad-of course! But there is something about a child holding a book in their hand and flipping the pages as they are learning to read. There is also something about a child using counters and manipulating them to help them get a better sense of numbers.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I think we need to think in terms of what works best for the student. I have students that hate getting on computers to do their work and would prefer just to work out of a workbook or have a worksheet with manipulatives. Part of personal learning is letting the students choose how to do the work, at a minimum.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I agree that we need to think about what works best for each student. Even in preschool we have technology requirements and I have students that could care less if they ever had tablet time. I feel bad trying to force technology on them when the information could be learned a different way.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I agree with you mogrena. Looking at education through a developmental lens, I do not feel that allowing young children large amounts of technology use is appropriate. Young students need to manipulate objects. It can't be done exclusively with a software program.
  • 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.
    • agoeser
      agoeser on 12 Feb 18
       
      Put 20 people into a room and you'll have 20 different answers for those words.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed, "deep learning" can mean varying degrees of effort, time, and rigor depending on who is talking.
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • agoeser
      agoeser on 12 Feb 18
       
      We talk about personal learning for our children. What about the learning for our educators? Should we incorporate this in the college setting?
  • pumps out cookie-cutter students with the same knowledge and skills.
    • anonymous
      anonymous on 13 Feb 18
       
      I found this analogy very intriguing and have never thought of education in this way. However, now that I read this, it totally makes sense to me.
    • christopherrush
      christopherrush on 14 Feb 18
       
      It's a good thing to keep in mind as teachers, definitely. I have a senior doing her senior thesis on the failings of the Industrialized Education System, and it's hard to argue against her.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • anonymous
      anonymous on 13 Feb 18
       
      As educators and the rise of technology, I feel this is typically listed as one of the top 5 ways to engage students today. They are used to technology. However, it is our job to make the content engaging without ALWAYS having technology at our finger tips.
    • christopherrush
      christopherrush on 14 Feb 18
       
      We will never be able to keep up with the kids' access to latest technologies, so we just embarrass ourselves when we try to impress them with technology. We should focus on teaching them how to use it - kids don't know how to indent papers or format block quotations anymore!
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • christopherrush
      christopherrush on 14 Feb 18
       
      That strikes me as a crucial point. Why are we embarrassed to say "take your library card to the library and personalize your learning in there for a few hours a day"? Is reading books old fashioned and not "real learning" anymore? Surely with all the brain research coming in about the deleterious effects of starting at screens all day, we can't continue to advocate technology as the only solution for "real" education.
  • Finally, it seems like everything is being “flipped” these days
    • christopherrush
      christopherrush on 14 Feb 18
       
      Not every subject lends itself well to "flipping" - mathematics springs quickly to mind. Often when students are told to teach themselves the lesson at home without initial direct instruction and guided practice by the teacher, the result seems to be frustration and tears not learning and mastery.
  • f the point is to dump a load of facts into children, then it may be necessary to adjust the style and rate of dumping – and to help teachers become more efficient at it.
    • christopherrush
      christopherrush on 14 Feb 18
       
      But is this not, at least in part, what is actually meant by "education"? Are we saying a third grader does not need to learn multiplication skills or division skills if he'd prefer a personal learning path of video games and potato chips all day? I'm bemused by the embarrassment over the history of human learning as if someone it is wrong for us to pass it on to the next generation. (Would we allow our children to create their own personal eating plan simply because their hearts tell them to seek out ice cream and tootsie rolls instead of vegetables and fruit?) Someone help me understand this, please.
  • kids spend much of their time learning with and from one another.
    • christopherrush
      christopherrush on 14 Feb 18
       
      Some of the best "test answers" I've gotten over the years are from group tests, in which students are wresting collaborative ideas and interactions with the material out of each other in a much more engaged way than they would individually. And surely quality interaction with ideas is the goal? at least one of them?
    • bennettfr
      bennettfr on 14 Feb 18
       
      Some of my best days in my career have been days when my students are working with partners on a topic and I get to see them helping/teaching each other and fixing each others misconceptions!
  • The main objective is just to raise test scores
    • christopherrush
      christopherrush on 14 Feb 18
       
      But when the Administration and the Board declare this is the only objective (to use the adjective) way we have to measure classroom "success" ... how do teachers counter that? Especially when SAT averages and college acceptance lists are the main selling points on the promotional material?
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed with the premise that there are some serious issues in what counts as "success" in our school systems. Risk taking is fine, encouraged even, as long as the research behind it says it will help scores go up.
    • mriniker
      mriniker on 19 Feb 18
       
      This is a sad truth in teaching today. As a reading interventionist Fast score have a large influence in what I am to be working towards and what is considered success. However, my success is when students are becoming better readers. Good readers is a much larger picture than how fast they read. Are they monitoring their reading, do they understand it? These are skills that matter greatly as well.
  • 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.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I truly do want to engage my students, but am fearful of giving up control and putting the responsibility in their hands. Especially with all the buzz about teacher accountability for student growth.
  • 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
    • bennettfr
      bennettfr on 14 Feb 18
       
      I would agree that the best thing we can do for students is empower kids to realize that education isn't a spectator sport, they have to participate and take responsibility for their own learning, but so many kids have learned helplessness and are fearful of failure.
  • new dispositions to take advantage of it for learning.
    • aaronpals
      aaronpals on 15 Feb 18
       
      How do we teach these new dispositions. Now that it's easy to find "facts" about stuff and just pull up a video of someone else explaining..how do we help students understand that learning encompasses more than just the ability to find out stuff?
  • The idea of personalized learning is seductive
    • aaronpals
      aaronpals on 15 Feb 18
       
      #1 Are my classmates seeing this? #2 Given that it is Valentine's Day and I'm bust annotating, I'm going to press pretty hard against the idea that PL is seductive. Curiosity building, full of potential, even rabbit hole-like, but definitely not seductive.
  • Follow the money” is apt advice in many sectors of education
    • aaronpals
      aaronpals on 15 Feb 18
       
      and to some degree, all sectors of education.
  • Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • aaronpals
      aaronpals on 15 Feb 18
       
      But these tools the companies sell can be used as measuring stick to ensure some levels of competency are reached, right?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      That is a challenge of personalized learning. There needs to be some accountability that students are meeting standards.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      As a former special education teacher, I am very familiar with personalized learning. I'm just beginning to learn how personal learning is different.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I agree, I too have been a special education teacher and feel that all I have done is personalized learning, but am on board with you that I am just learning about personal learning, about how it really includes the student, where my IEP's, although tailored to the student, didn't involve the student in decisions.
    • mriniker
      mriniker on 19 Feb 18
       
      As a reading interventionist I feel we are always giving personalized goals for our students and working towards them. Personal learning sounds exciting but will take a great shift in mindset. How do we allow for personal learning while still meeting kids goals in areas they need support in?
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I think this is true- so many times it feels like we are using technology just to use technology. We should start with what we want to learn and then decide what technology will work best.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I think teachers who aren't comfortable or well versed in all the latest technology feel incompetent, which is sad, because we can engage students without technology, but the current drive is to use technology all the time! If you're not using it, you're an old dog that can't learn new tricks.
  • Education is about the transmission of bits of information, not the construction of meaning.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      "Learning" through rote memory is not learning. Students must understand the principles behind what they are learning to actually learn.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      A professor of mine in college called this "binge and purge" teaching, where the students "binge" on the content the night before a test, then "purge" it back out for the test, and then it's gone, not thought of again! 
  • most of the content knowledge that, as we know from experience, never gets applied in real life.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      Yes!  I have thought so many times that all this content knowledge is just purged out for testing purposes, then forgotten!  I've never known a content area well enough to teach it without the aid of teacher's guides and other resources.  
  • that all children don’t learn the same way and personalization seems to honor those differences.
    • anonymous
      anonymous on 16 Feb 18
       
      The traditional education system is seen in a very negative light. While personalization helps build students interest in their learning and make their learning efficient, I would argue there is some value in learning to conform or be held to the same standards as peers. This is what they will face in the workplace and throughout life.
  • Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • anonymous
      anonymous on 16 Feb 18
       
      I think it is great that teachers at this conference prioritized the value of students' understanding real purpose in their learning.
  • 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.
    • anonymous
      anonymous on 16 Feb 18
       
      This is very true. Educators in today's world need to teach how to think and process information and skills to create and be critical thinkers instead of rote memorization. This is so much more complex for students and nearly impossible for teachers to teach in the traditional model. Personalization is needed for all students to be successful in the new world environment.
    • crystalseier
      crystalseier on 17 Feb 18
       
      I agree. We also need to teach students how to best make use of those little computers in their pockets. It's not realistic for them to tune out from their phones during learning. Students need the tools to use that technology to their advantage in order to be successful in the future.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      Digital literacy is a huge component missing from today's education. It is such a vital component to daily life, it needs to be addressed. The amount of time spent on rote memorization of facts that students will not necessarily need to have memorized, could be devoted to teaching evaluating internet resources.
  • [10] Personalization is an even more disturbing example of this phenomenon because the word has come to be equated with technology
    • anonymous
      anonymous on 16 Feb 18
       
      This is very interesting. I do think of personalized learning as requiring some form of technological component because of the world we live in. However, I didn't really realize that this assumption comes from a drive of these educational tech companies to make money.
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • crystalseier
      crystalseier on 17 Feb 18
       
      Certain elements of my school allow for such wishful thinking (shorter Flex classes that aren't necessarily tied to a standard) but it is difficult to think about designing a course based on standards/school expectations this way.
  • free up time for in-class problem-solving and discussion
    • mriniker
      mriniker on 19 Feb 18
       
      The idea of flipping can be a great concept, however, if you are truly giving the student the opportunities they need each student would be in different places in their learning. It seems to be impossible to teach all the different learning possibilities in a flipped classroom if you are going to allow students to learn at their pace or interest.
  • computerized, modular and often very standardized system of “personalization”
kathleenweyers

Implementation in an Elementary Classroom (Articles) - 0 views

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

shared by kathleenweyers on 22 Jun 17 - No Cached
  • the children “do science.”
    • ecsexton1
      ecsexton1 on 22 Jun 17
       
      Will the students be taught how theorize, test, analyze, or experiment? Or without telling the students this is what they are already doing? Is there any pre-teaching to the unit about rocks or exploring on their own?
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      It seems like in large group sharing, the teacher would want to introduce those important terms. I wonder, too, if the rocks unit was in the curriculum or if it came up in classroom discussion as a new area to explore. When a band listening example led to a lot of student questions about African drums, I made sure to change some of my concert plans and found a new piece of music and utilized the expertise of one of our other band staff members to build on the kids' enthusiasm and inquiry.
  • nvite women
    • ecsexton1
      ecsexton1 on 22 Jun 17
       
      I think this is a great idea to invite scientists who are women! It makes the nation's stereotypes decrease and women in the science field increase.
    • katieconnolly20
      katieconnolly20 on 23 Jun 17
       
      I also think this is a great idea. It is interesting in my classroom this past year as we were talking about community helpers.. we had a discussion of can a garbage man be a garbage woman and talked about different roles. It was so interesting that even at a young age some students have already stereotyped different jobs to different genders. I think that the more that students see the more they will be able to be interested in a subject and career. Science is something that is slowly fading and becoming less important in classrooms. It is important as educators to give our students these opportunities.
  • thinking about thinking
    • ecsexton1
      ecsexton1 on 22 Jun 17
       
      The way Mrs. Moore teaches makes sense to me. I can finally see how personalized learning can work without using computers and technology. I think some teachers in my building already do this without realizing that it is PL.
  • ...26 more annotations...
  • helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.
    • ecsexton1
      ecsexton1 on 22 Jun 17
       
      I think Personalized learning is easier to do in a classroom with science and social studies because they are more exploratory subjects compared to reading and math. Anybody have good ideas on how to make reading and math personalized without using technology?
    • efabscha
      efabscha on 22 Jun 17
       
      I like this idea also. I feel like this is a skill that students will use all throughout their lives- at college, in real life, and in their careers.
    • kspedersen
      kspedersen on 30 Jun 17
       
      I love this. I believe that if students learn how to love the process of learning that they will continue on to be life long learners!!
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      I love it, too! If kids are enjoying the process of learning, I think they're more willing to try new things and learn more even in areas that may not be their strengths.
  • Ms. Moore understands the reluctance of many other teachers of early grade students to employ this method because it requires “unlearning” many of the lessons of traditional teacher-preparation programs. She must, she says, continually resist the temptation to lead her students through lessons.
    • efabscha
      efabscha on 22 Jun 17
       
      She is exactly right. Teachers have been taught to lead their students through lessons. This process is very uncomfortable for many of us as we have not been taught how to "teach" or "facilitate" this way.
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      I think about this when we're always asked to post our learning targets for students. It seems counter productive to tell kids we're going to learn a certain skill when we want our students to discover the skill through the lesson we created... I have found that instead of telling kids fingerings on their instruments for new notes, if I lead them to the fingering chart, they get so excited about using their fingering chart to learn more than that one new note.
  • During this first instructional phase, noise and activity levels sometimes reach eardrum-piercing levels and
    • efabscha
      efabscha on 22 Jun 17
       
      Many of us are not used to a lot of noise in the classroom either. Some students may struggle with a classroom that is overly loud. How do we ensure the noise level is comfortable for all to learn?
    • plsummer201
      plsummer201 on 30 Jun 17
       
      The noise level during this phase should be stated in the rubric during discussion. I agree not everyone is immune to loud voices.
    • kspedersen
      kspedersen on 30 Jun 17
       
      This is something that I know I would/will struggle with when implementing personalized learning. I completely agree and believe that students should be conversing with one another...however, I struggle with all of them doing this at the same time. 25 voices going all at once is sometimes a lot to handle!..and something that I would learn to get used to :)
  • Most teachers know the classroom is the perfect place for children to play, but opportunities to provide those benefits are on the decline. Reduced recess, cuts to physical education
    • efabscha
      efabscha on 22 Jun 17
       
      This really hits home for me as I have a daughter who was in PRE K (transitional kindergarten) last year and the preschool teachers are now required to implement so many minutes of reading/guided reading into their curriculum. Are these preschool aged children getting enough play/social time?
    • katieconnolly20
      katieconnolly20 on 23 Jun 17
       
      It is scary that we are asking you're asking if preschool is getting enough time.. I hope so!!! They aren't even to elementary school yet. I am told time and time again that kindergarten is the new 1st grade. It seems that the more demands that are put on us as educators, the more play time we have to cut. I am lucky in a way that I have a team of teachers who refuses to give up that free time play at the end of the day. We believe it is so important. I am not sure how many more years we will get away with it but for now, we will let our students be little so that they can play and explore like they should!
    • kellijhall
      kellijhall on 29 Jun 17
       
      I always laugh when I share with parents that I learn so much from observing their kiddos playing games (either at recess or indoors). It is truly where they have more authentic experiences learning how to communicate and solve differences.
    • plsummer201
      plsummer201 on 30 Jun 17
       
      What about developing the small muscles thru play-dough? In the last few years I have noticed that 3rd graders can barely hold a scissor properly and much less cut a simple figure.
    • plsummer201
      plsummer201 on 30 Jun 17
       
      What about developing small motor skills thru play-dough? I have 3rd graders who can barely hold a scissor properly much less cut a simple figure.
    • kspedersen
      kspedersen on 30 Jun 17
       
      I firmly believe that students learn by playing!! There are ways to set-up classroom situations where students are playing but also digging into concepts as well!!
  • tudents who miss time to play miss opportunities to let their minds soar and connect the dots between what they do at their desks and what surrounds them in the world
    • katieconnolly20
      katieconnolly20 on 23 Jun 17
       
      As a kindergarten teacher, I believe that that play is key to learning! This past year I was amazed at what my students were able to connect through play to what we were learning in the classroom. In my classroom, it is key to provide students with those opportunities to play and explore.
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      Play IS key to learning! Especially when we can't assume our students are given opportunity to play and create and imagine with other kids outside of the school day.
  • But when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?"
    • katieconnolly20
      katieconnolly20 on 23 Jun 17
       
      As good educators, we want to make sure that each of our students needs are met. The daunting question that we all ask is HOW?! How do we make each of our student feel cared for, important, and set them up for success? I continue to find it interesting how students have so many things that are similar and different about them. I think this article does a nice job of laying it out and showing what we can do between five minutes and five years!
  • when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
    • heidimeyer
      heidimeyer on 25 Jun 17
       
      Yes!! I must remember this always! It's so easy to answer questions for students. However, if I keep questioning them, it will allow them to learn on their own.
    • annabrousard
      annabrousard on 27 Jun 17
       
      This is something that I am continually trying to work on. It is so easy to help a struggling student but your really are doing them a disservice.
  • encouraging and allowing students to discover fundamental principles on their own.
    • heidimeyer
      heidimeyer on 25 Jun 17
       
      I'm a visual person and I know I like to "see" things for myself. Allowing our students to discover conclusions will be something that they will remember longer than if a teacher "told" them what happens.
    • anonymous
      anonymous on 27 Jun 17
       
      Yes! I agree! As I read this I remember learning about gravity as Billy Nye threw objects off the top of a building... watching this video was better than listening to the fact ... but participating in the activity would be even better than the video.
  • free play is how children learn about themselves and the world around them. And, if they’re not playing, they’re not learning in all the ways that count most.
    • heidimeyer
      heidimeyer on 25 Jun 17
       
      For the early childhood ages, this is key and missing in elementary schools. I'm saddened by how academic our kindergarten programs have become over the years.
  • A simple take-home survey can give you quick insights about a child's hobbies, interests, strengths, or struggles. Arts and electives teachers in your school could offer insight on certain students, as well.
    • heidimeyer
      heidimeyer on 25 Jun 17
       
      I loved receiving a parent survey from our child's teacher at the beginning of the year. It was a great way to introduce our child with details he may have never shared with his teacher. What a great way to set up some personalization at the start of the year.
    • kellijhall
      kellijhall on 29 Jun 17
       
      I have been doing this since my first year and I love it! It gives me so much valuable information before I start to learn about them but I also feel like if gives the parent a space to let me know things they may not feel comfortable sharing in front of other people or their child.
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      I do a parent survey at the beginning of band, and it really helps me get a feel for a family's background experience with band, and also what they're hoping for their kids for the year.
  • If you add and master just one at a time, refining the best techniques as you go, eventually you'll have a big arsenal.
    • heidimeyer
      heidimeyer on 25 Jun 17
       
      I need to remember, this is a process! This statement validates that.
    • kellijhall
      kellijhall on 29 Jun 17
       
      This reminds me to only pick one thing to focus on at a time...which is so hard!
  • Thinking Maps, which help children categorize information in visually coherent ways
    • anonymous
      anonymous on 27 Jun 17
       
      I remember in junior high being required to answer the essay/critical thinking questions of our science tests through the use of thinking maps. I didn't realize at the time how much it helped me organize my thoughts. I wonder how I can be begin applying them in my reading and math courses at the elementary level. Graphic organizers are so important to consolidate and organize information.
    • annabrousard
      annabrousard on 27 Jun 17
       
      I have never heard about Thinking Maps before. I explored the website and definitely see how this can be beneficial for children of all ages.
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      Thinking maps! Kids love them and they're great tools for brainstorming and digging in to new learning
  • Share planning duties with a fellow teacher
    • anonymous
      anonymous on 27 Jun 17
       
      This is so important! I love planning with gen. ed. teachers because often there are more students than just my IEP students that need the lower level differentiation in the gen. ed. setting. We don't need to reinvent the wheel, but work together to create shared resources. Our problem is, how do we create time to plan together on a weekly basis?
    • kellijhall
      kellijhall on 29 Jun 17
       
      We run into these same issues! We are five gen. ed. teachers but one of us coteaches with sped. and one of us with ELP. We also cluster group our students...and this is where we hit the wall. Our classroom make-ups are so different and our kids move at different paces. How do we work divide up the work and still respect the pacing in each others' rooms?
  • assigns each student a role within the group
  • a unique item of jewelry
    • anonymous
      anonymous on 27 Jun 17
       
      What a fun conclusion to the unit!! I wonder how the teacher completes her summative assessment for the unit? The students have their journals but what does she use to prove that students have retained the information and met the state standards?
    • eswartzendruber
      eswartzendruber on 27 Jun 17
       
      As a 4th grade teacher, we work with rocks and minerals as well. It would be fun to create videos of their learning as a summative assessment. Students could also share the videos with their parents when they are finished!
  • when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • eswartzendruber
      eswartzendruber on 27 Jun 17
       
      It's so tempting to scaffold them to the right answer, but I realize that's not helping them be independent thinkers. I find that my students then rely on me to always be there to help them figure out the challenge.
    • plsummer201
      plsummer201 on 30 Jun 17
       
      I agree but others need prompting to be able to focus on the right direction therefore differentiation is needed.
  • “Kids are not blank slates.”
    • eswartzendruber
      eswartzendruber on 27 Jun 17
       
      It's easy to assume this, but they've had years of being influenced by their peers already and are soaking in the information they hear. This might be from daycare/preschool or home.
    • kellijhall
      kellijhall on 29 Jun 17
       
      Agreed...not to mention home life, family make-up, and outside influences. They have preconceived notions when they walk through the door.
    • kspedersen
      kspedersen on 30 Jun 17
       
      Yes! What a simple, yet profound way to put it. I agree. No matter where a student comes from they do have a background. There is always something to build upon and connect with!
  • in their hearts they may not believe it.
    • eswartzendruber
      eswartzendruber on 27 Jun 17
       
      We must give them a chance to experiment with hands on learning opportunities.
  • “The first thing we do is begin an ‘I see — I wonder’ exercise,
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      I teach in a school with a lot of focus on inquiry based learning, and it's amazing how the kids gain confidence with this kind of thinking and growing as the year goes on. When I play new music, I have kids record what they hear, what they think, and what they wonder. The class discussion leads us to a wonder that we can explore together, and modeling this as a teacher is important.
  • Plan assignments with choices.
    • rmeyer1130
      rmeyer1130 on 03 Jul 17
       
      This is something we all do, and a great first step in individualized instruction!
  • her trust in the inquiry process is tested, when she must practice patience and restraint.
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      The learning is probably remembered more if it is discovered by the learner.  It would take patience not to tell kids the answer!
  • Thinking Maps, she explains, help students gain control of the process by offering them eight distinct ways to organize their inquiries
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      I think the Thinking Maps would add some method to the madness!  Love this idea and the variety of ways they can be used!
  • “I introduce one Thinking Map per week during the first eight weeks
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      I appreciate the pragmatic approach to teaching these one at a time, one week at a time.  It seems that then it becomes second-nature, which is truly amazing!  Using thinking maps is a powerful tool for teaching children how to think and organize their thinking!
  • Play is, after all, the way children are wired to learn, especially in the preschool and kindergarten years.
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      This reminds me of how kids learn technology or to play video games, by playing with them, by tinkering and trying things.  I think that is why kids are more advanced than many adults at using technology, because they have MORE time to "play" with it than adults do.
  • guided play is a good alternative.
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      This would be like the math games in EveryDay Math.  Kids are playing games to learn and that learning is more memorable than a worksheet!
  • each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it
    • kathleenweyers
      kathleenweyers on 06 Jul 17
       
      28 times to learn a new procedure seems like a lot!  It makes me think I might want to slow it down a bit to let kids get adept at it!
leipoldc

ollie-afe-2020: Building a Better Mousetrap - 2 views

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

shared by leipoldc on 05 Apr 20 - No Cached
  • a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment,
    • kshadlow
      kshadlow on 05 Apr 20
       
      I like this comment! It is a nice way to view rubrics instead of always associating the word with tests or grading.
    • Val Rosenthal
      Val Rosenthal on 05 Apr 20
       
      I agree. The use of a rubric could focus on improving learning, not just a score and done.
    • jnewmanfd
      jnewmanfd on 09 Apr 20
       
      I agree. I have to admit that I don't think that I have ever viewed rubrics this way. When writing them, I was always focused on how I was going use them for grading. I'm going to have to show this article to my PLC. I think it will really help us move our assessments to new levels.
    • ravelinga
      ravelinga on 10 Apr 20
       
      I like this definition of a rubric, it gives it a much more important role in the process of assessing. I have sometimes in the past used rubrics as a checklist rather than its real purpose which is focusing on improvement.
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • kshadlow
      kshadlow on 05 Apr 20
       
      I have only started focusing on using these at the beginning of tasks instead of only at the end. It helps the student see all the "parts" to the task.
    • bhauswirth
      bhauswirth on 06 Apr 20
       
      I also agree with this. When I was in college this was a big thing that they pushed is to show and use the rubric at the beginning of the assignment instead of just at the end.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • kshadlow
      kshadlow on 05 Apr 20
       
      Aww, the guilt...
  • ...48 more annotations...
  • Usually a numerical value is assigned to each point on a scale. You can weight dimensions differently if you feel that one dimension is more important than another.
    • kshadlow
      kshadlow on 05 Apr 20
       
      I like to use weighted criteria in rubrics. I think it tells students which areas they need to focus more time on.
    • nkrager
      nkrager on 07 Apr 20
       
      Do you feel that it leads students to "ignore" the areas that are not weighted as heavily? Just wondering what you have witnessed...
    • jhatcher
      jhatcher on 09 Apr 20
       
      I do this often in teaching writing. The area we are targeting is going to be worth more points, but by the end of the year everything should have been taught. It is more balanced.
    • ravelinga
      ravelinga on 10 Apr 20
       
      I do weigh my points on my rubrics, however I feel I could do a better job at giving more points to aspects of the assessment that are more important. I don't tend to use the weight part, but rather more points for more importance. Learning how to do this better, will definitely help me.
  • it is no longer appropriate to assess student knowledge by having students compute answers and apply formulas, because their methods do not reveal the current goals of solving real problems and using statistical reasoning.
    • lwinter14
      lwinter14 on 05 Apr 20
       
      I often have these same thoughts when I think about our science standards. So much of the standard is based upon what students can do beyond memorizing content, so it doesn't seem appropriate to assess students in ways that make it more difficult to demonstrate those skills. Rubrics obviously lend themselves to these performance expectations well because of the science and engineering practices within them. However, I think there still has to be a balance because not everything can be assessed with a rubric.
    • leipoldc
      leipoldc on 22 Apr 20
       
      This is also true for mathematics standards. Rubrics help when assessing performance expectations, however, there are still some items that cannot be assessed with a rubric.
  • “scaffolding”—if they are shared with students prior to the completion of any given assignment. When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • lwinter14
      lwinter14 on 05 Apr 20
       
      I've never thought of viewing a rubric as scaffolding before when students are completing assessments. I think that's a more positive way to view rubrics if students are using them as guidelines to complete the task. Even if students have a rubric and know what is expected of them, it doesn't mean that they will automatically score much higher. They may still be lacking understanding/skills that the rubric is being used to assess.
    • anonymous
      anonymous on 07 Apr 20
       
      I agree, a rubric can serve as scaffolding for some who have a base knowledge already, but for students who really lack the understanding and skills being assessed in the rubric, a large rubric can be overwhelming and cause that student to shut down.
    • nkrager
      nkrager on 07 Apr 20
       
      I agree with you on this. I have never thought of them this way. If we are creating rubrics as a way to guide student thinking in the best possible way to reach our expectations/standards, they need guidance in order to get there. If the rubric is being used as a facilitation in the process of learning then this would be their tool for self reflection, not an instant guarantee of a higher grade.
    • jhatcher
      jhatcher on 09 Apr 20
       
      I have found that in middle school anyway- long or too wordy of rubrics are hard for students to attend to. They have a hard time focusing to go through it and really using it. I keep that in mind when I'm creating rubrics.
    • ravelinga
      ravelinga on 10 Apr 20
       
      I really like the idea of using rubrics as a way to build scaffolding into an assessment. A lot of the time I give my students the rubrics when we introduce an assessment, which I need to change. I like the idea of giving the students the rubric at the beginning and designing it to help scaffold the learning while they are progressing toward the end.
    • leipoldc
      leipoldc on 22 Apr 20
       
      I agree that using rubrics to build scaffolding into an assessment is a great use of this tool. If the same document is used (with extra spaces for updated scoring) students will be able to see progress and end product will be of better quality.
  • maintains the traditional gap between what the teacher knows and what the student knows
    • lwinter14
      lwinter14 on 05 Apr 20
       
      I do like the leverage that rubrics provide students in knowing what is expected of them. It levels the playing field for all students if they have those guidelines ahead of time. I would imagine students also appreciate that they know what the teacher wants from them and isn't using the assessment as something to hold over their heads.
    • nkrager
      nkrager on 07 Apr 20
       
      Yes! I find it so hard with my own kids when they are graded on something that the teacher never touched on and/or told them about. I hope that I am clear with my expectations in my classroom so kids do not feel this way. Having this "guide" would definitely take care of that problem.
  • teachers know deep learning when they see it.
    • lwinter14
      lwinter14 on 05 Apr 20
       
      I think that this can become a slippery slope if students attempt to assess without any standard against which to compare the work. Teachers will probably grade things less reliably and it is hard for them to remove inherent bias depending on the student's work being graded. I think rubrics provide an advantage in this way so that teachers are more reliable in assessment practices and can avoid some of the bias.
  • First, you must decide whether you need a rubric.
    • Val Rosenthal
      Val Rosenthal on 05 Apr 20
       
      I agree that this would have to be the first question. Ask if it is really the best way to assess a student's work. I can see where it would be detrimental it a rubric was used all of the time.
  • In short, well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • Val Rosenthal
      Val Rosenthal on 05 Apr 20
       
      I highlighted this sentence because it made me laugh and I had to read it several times. It starts out "In short" and then proceeds to use many educational words as possible in one sentence. It understand what it is saying but not right away.
    • parkerv
      parkerv on 08 Apr 20
       
      I agree that it is a lengthy sentence with a lot of educational language but I think the idea is powerful. I am a big proponent of student centered project based learning which can be harder to assess with traditional tests and quizzes. It speaks of "meaningful assessment" which should always be our goal.
    • mkanost
      mkanost on 08 Apr 20
       
      Not only does it help instructors, but it helps students as well to see what is expected of them.
  • unfortunately, most state issued rubrics used in secondary school standardized testing are poorly designed rubrics that list specific static elements encouraging students to simply make sure their essays have those features.
    • Val Rosenthal
      Val Rosenthal on 05 Apr 20
       
      Isn't it sad that rubric that are state issued often are poorly designed. I can see where students that are good at playing the numbers game as school and doing what it says will have a difficult time expressing themselves on non-rubric assessments.
    • ravelinga
      ravelinga on 10 Apr 20
       
      I have to admit that I have rubrics that look like this. But it is good that I have started to identify the issues with my rubrics and am planning on improving them to their intended purpose.
  • rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations that require critical thinking and are multidimensional
    • bhauswirth
      bhauswirth on 06 Apr 20
       
      Agree. When a teacher does a "complexed" assignment a rubric sets all expectations of students at the same level and can assess the students at the same level too.
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • bhauswirth
      bhauswirth on 06 Apr 20
       
      You bet! Isn't that just like a job? You do all of these things and this is the outcome. It's life unfortunately and that is how we go about doing our daily lives. But, I do think that when we have a guide of knowing what someone wants in a certain thing, we need these check lists. I know as me being a math teacher, I love those checklists.
  • Revise the rubric and try it out again.
    • bhauswirth
      bhauswirth on 06 Apr 20
       
      This holds true to many aspects of teaching. Revise, revisit and see what you can do to make it better, or even remove it from that assignment.
    • tkofoot
      tkofoot on 11 Apr 20
       
      I agree. I find different classes are able to view rubrics in a variety of ways for self-assessment.
  • consistently and accurately
    • anonymous
      anonymous on 07 Apr 20
       
      Yes, a well-written rubric can help with consistency and accuracy. In a situation where multiple teachers are teaching the same course, it is also important that those teachers work to ensure inter-rater reliability to ensure that the rubric is being applied consistently and accurately across courses.
    • nkrager
      nkrager on 07 Apr 20
       
      Agreed. This would help with the subjectivity among teachers and across different sections of classes trying to teach to the same standards/expectations.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • anonymous
      anonymous on 07 Apr 20
       
      This goes back to my comment above about how sometimes rubrics can be too overwhelming for students who lack enough understanding or skills to comprehend the rubric, causing them to shut down.
    • benrobison
      benrobison on 14 Apr 20
       
      I AGREE! It kind of sounds like a one rubric for all doesn't work. I'm sure it would completely depend on the assignment/learning target being assessed, but maybe there needs to be multiple rubrics depending on level of learner. That sounds wonderful in theory, but I can't imagine how much more front loading that would be! SO MUCH DIFFERENTIATION!
  • Weighting
    • anonymous
      anonymous on 07 Apr 20
       
      While I see the merits to weighted dimensions (particularly that it helps students to see what is most important in the rubric), I also think that adding point values for each dimension puts the emphasis of the feedback provided as a grade rather than the emphasis of the rubric being the feedback in the dimension that helps the student know how to improve.
  • Can students and parents understand the rubric?
    • anonymous
      anonymous on 07 Apr 20
       
      I agree with all of these ideas. In thinking about if the rubric is clear to parents and students, I also think that a good rubric is descriptive enough for students to understand the difference between each performance level, but also concise enough that the user doesn't experience reader's fatigue from trying to process the rubric. To me, this means rubrics for lower reading abilities especially need to be clear and concise.
  • “The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • nkrager
      nkrager on 07 Apr 20
       
      I think this applies to all classes on some level. Too often the "final product" whatever that might be only has the feedback on the final version that is turned in and graded. I have given assessments at the beginning of a project for student reference but I need to place more importance along the way for individual reflection using the rubric so it is a tool for them, not just for me in grading.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • nkrager
      nkrager on 07 Apr 20
       
      Sometimes we have good intent, but we really need to step back and analyze what we are directly asking for...not leaving things "implied" vs stated on the rubric.
  • Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment
    • nkrager
      nkrager on 07 Apr 20
       
      I think that both have a place for me, just as described. A general rubric might apply to overall industry standards, classroom norms/expectations, etc for the teacher while the specific rubric would be individual for specific projects/purposes.
    • jhatcher
      jhatcher on 09 Apr 20
       
      Yes, I agree. Both types of rubrics have a place in our teaching depending on what the outcome is. Maybe the general rubric is for a final performance task, but smaller rubrics or pieces of the whole rubric are used and as the student builds the smaller skills.
    • leipoldc
      leipoldc on 22 Apr 20
       
      I agree that both rubrics have a place in assessment and communication with students. The general rubric is best for overall concept understanding, but for unique assignments, a specific rubric would provide better guidance. Again, if used with feedback as a multi-step process.
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental” (Montgomery).
    • parkerv
      parkerv on 08 Apr 20
       
      Hit and miss learning like sit and get has seen better days. As an instructor I want to get the most learning out of my time with students and the most learning for their efforts and I think letting students know upfront the qualities of thought and expectations of the activity will help accomplish that objective.
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • parkerv
      parkerv on 08 Apr 20
       
      I usually give verbal examples during lecture but will need to be more intentional about including exemplars for each level on the rubric in an online format as I think this will increase student understanding of expectations
    • jhatcher
      jhatcher on 09 Apr 20
       
      Such an important instructional tool to use in really any subject. Having students evaluate different samples and decided where they fit on a rubric, discuss with the class, and then evaluate their own before it is assessed by the teacher is very powerful. They can clearly see how the rubric will help them improve and they can improve!
  • also be linked specifically to classroom instruction.
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      Unfortunately, many of my language arts colleagues like to throw all aspects of writing on a rubric for every piece. I find that this distracts students with what the true objectives are - what they've been learning about in classroom instruction!
    • jhatcher
      jhatcher on 09 Apr 20
       
      Good point! There has to be an area that is stressed and worth more points because that is the skill teachers are working on for that particular writing.
  • student-generated rubrics, they tend to “think more deeply about their learning.
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is especially true when students also try assessing different models using the rubric they've co-created. Now they see the differences between examples and non-examples!
    • maryhumke
      maryhumke on 14 Apr 20
       
      I have thought about rubrics for grading but I am glad to see so many more applications, I think a rubric could be highly motivating to a student who needs structure.
  • monitor their own performance.”
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is why the consolidation of understanding is so important. Make sure that students practice using various models with the rubric and do this with peers in order to have conversations about what they are noticing and ask questions about why/why not certain models fit the criteria.
  • “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is the danger when creating a rubric that teachers need to be aware of! We need to incorporate room in rubrics for style and creativity.
  • hose students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews)
    • parkerv
      parkerv on 08 Apr 20
       
      Sad but I can definitely see this happening. No way do I want to squelch creativity.
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
    • parkerv
      parkerv on 08 Apr 20
       
      Nice! Sounds like teachers, myself included, need to strive for this in our use of rubrics
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […]
    • parkerv
      parkerv on 08 Apr 20
       
      This whole paragraph is one I want to keep handy as an everyday guide.
  • undergraduate engineering curriculum at the University of California at Berkley.
    • mkanost
      mkanost on 08 Apr 20
       
      We had rubrics in my undergrad experience and it helped with clarifying what was expected. I don't recall if we had them in high school, but percentages were standard back then.
  • increases the likelihood of a quality product.
    • mkanost
      mkanost on 08 Apr 20
       
      I do agree with this statement. It helps give students a "roadmap" of where their assignment should go.
  • “sentence structure follows current conventions” would be better than “sentence structure is good.”
    • mkanost
      mkanost on 08 Apr 20
       
      This was a good example to see. Using descriptive language helps the learner see what is required. However, language needs to purposeful. it also needs to be explicitly pre taught to English Learners.
  • Does it reflect teachable skills or does it address variables over which students and educators have no control
    • jhatcher
      jhatcher on 09 Apr 20
       
      These areas should not be in a rubric.
  • their institution developed can be used to reliably score the performance-based and problem-solving assignments that now form a significan
    • jnewmanfd
      jnewmanfd on 09 Apr 20
       
      The part that sticks out to me here is the use of rubrics to reliably score... This is always my issue. I know that I need to be more clear with the rubrics I use. I don't always know that they are serving the purpose I want or need them to. I often find myself overthinking the rubric when I go to use them. Either I not writing it correctly or I'm not being clear on the learning targets that I'm trying to assess.
    • tkofoot
      tkofoot on 11 Apr 20
       
      We have created some rubrics as a team so teachers doing instruction on the same assignment can be consistent with one another.
  • traditional assessment practices used to grade papers, for example, are not helpful to the students struggling to write the paper:
    • jnewmanfd
      jnewmanfd on 09 Apr 20
       
      Until, I read the lessons in the previous section of this course, I didn't think much about how I use rubrics. I always just used them as the end point for grading. I really like the idea of using them as learning tools and providing feedback along the way to enhance learning. I think that can be a really positive way to help students learn and not give up on themselves. I have so many students that look at the rubric and just give up. If I can scaffold the rubric better, break it into parts, and then provide feedback with opportunities to redo, then I think students will embrace and use them more.
  • mitagate both teacher bias and the perception of teacher bias
    • jnewmanfd
      jnewmanfd on 09 Apr 20
       
      I agree here. This is one of the best things about rubrics, if you get them created correctly", they help you to limit bias. There is no, well maybe's, or I think's. Rubrics with details, are fairly clear. I also have seen them useful when students or parents try to argue a grade. Having a rubric that you can point to makes it a lot easier to justify a grade. For the most part, rubrics are fairly black and white as to how students will be assessed. They help keep student and teacher honest and on the same page.
  • see as empowering
    • tkofoot
      tkofoot on 11 Apr 20
       
      I think the more kids understand our rubrics, then they do feel empowered. This is a positive for their learning.
  • using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program
    • tkofoot
      tkofoot on 11 Apr 20
       
      Once these rubrics are established and used yearly, the instruction and learning targets are a lot more clear for the teacher. This is a positive for the engineering program.
  • rubrics are not without their critics
    • tkofoot
      tkofoot on 11 Apr 20
       
      I have a daughter that is a critic and I do understand her point. Her English teacher said her theme of a book was incorrect, yet she followed the rubric expectations. As teachers, we need to also listen when there is not a clear way to grade the material.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student
    • tkofoot
      tkofoot on 11 Apr 20
       
      Clear and understandable jargon stood out to me as this is important if we expect the students to see rubrics as a way to self-assess themselves as they complete work.
  • students’ educational disparities and bring fairness into assessment
    • jessed44
      jessed44 on 12 Apr 20
       
      I think we have to realize that there is often a lot of knowledge that educators assume kids have, but do not. This is especially prevalent in students from diverse and less privileged backgrounds. Rubrics can help with this, but we may need to expand on the terminology used in the rubrics with many students.
  • Look at some actual examples of student work to see if you have omitted any important dimensions
    • jessed44
      jessed44 on 12 Apr 20
       
      I have served as a reader for AP, grading essays that students wrote for AP exams. It is interesting to note that their rubrics are not fully-formed until after they receive student work. A first draft is made before, but it is then revised after they receive the essays. I think this is generally good practice, but I wonder if there is an even better way to create these rubrics.
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • Some educators advocate going beyond merely sharing rubrics with students.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I do wonder about this. If life situations are we given this much specific detail for success?
    • benrobison
      benrobison on 14 Apr 20
       
      Conceptually, I've always thought of a rubric as a Standards-Based Grading kind of assessment. In that system, which has kind of taken on a life of it's own in my school, the education has move completely away from teacher-centered learning.
  • had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubri
    • benrobison
      benrobison on 14 Apr 20
       
      I think the argument being made here is that a clearly-articulated rubric for this particular course took away the creative flow for these students. I understand this point, in the fact that when I give a grading rubric to my PhysEd classes, many of the kids do exactly what is on the rubric, and don't go above/beyond or exert themselves more. That is likely the cause of a poorly written rubric!
    • leipoldc
      leipoldc on 22 Apr 20
       
      I agree. Some students will look at the minimum work that needs to be done to complete the assignment. It is hopefully something that a better written rubric can help fix and a great reason to re-evaluate rubric each time it is used.
  • Be prepared to evaluate your rubric
    • benrobison
      benrobison on 14 Apr 20
       
      This is the role of the PLC in our school. 90% of our PLC work is focused around this...evaluating the rubric to assess our teaching vs. what the kids are learning and accomplishing.
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • leipoldc
      leipoldc on 22 Apr 20
       
      I really like the idea of having students evaluate samples of work to understand the expectations better. It DOES provide a powerful learning experience and clarify how the rubric will be applied to the work they submit. This knowledge & experience should lead to higher quality work
mschutjer

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

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

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

ollie1: Iowa Online Teaching Standards - 1 views

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

shared by Debbie Ryan on 16 May 12 - No Cached
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Clint Profit
      Clint Profit on 16 May 12
       
      I think this is very important.  Especially when talking about doing online instruction.  When it is online you do not have the ability to change on the fly.  Everything must be very well planned.  Crisis management must be thought of ahead of time.
    • Barb Ahrens
      Barb Ahrens on 17 May 12
       
      Agreed. An online instructor, must be well organized and think through all of the curriculum prior to teaching an online class. I believe these strategies are essential in the face-to-face classroom; however, in the face-to-face environment, there is the opportunity for changing your lesson at a moment's notice. Online is not quite as easy, nor should the learner be faced with the stress of an unorganized teacher.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Clint Profit
      Clint Profit on 16 May 12
       
      This is the beauty of online instruction.  You can have different people using different tools.  Differentiation at its finest.
  • ...18 more annotations...
  • Utilizes a course evaluation and student feedback data to improve the course
    • Barb Ahrens
      Barb Ahrens on 17 May 12
       
      As an instructor, I find student feedback is valuable in making future improvements for an online class. Many times, in the online environment, it may be difficult to know if students felt confident and/or struggled with how the class was set up; management, instructor feedback, etc. Course evaluation provide an invaluable insight from the learner, if the evaluation is done correctly and confidetially for the learner.
    • Amy Kolln
      Amy Kolln on 17 May 12
       
      I agree! Any way of knowing how you can make sure everyone gives feedback yet make it confidential?
  • Understands the differences between teaching online and teaching face-to-face
    • Barb Ahrens
      Barb Ahrens on 17 May 12
       
      Teaching online versus face-to-face has many differences. The most challenging difference is creating a collaborative and meaningful environment amongst your learners. As an instructor, teamwork and grouping is important within the online environment. Also, creating instruction and assessments to encourage collaborative learning is essential. Too many times, face-to-face teachers believe teaching online means less work. They are incorrect. My experience as an online instructor, is many times, the workload of an onine class, can be twice the work due to 24/7 communication with students. Assessments tend to be more thorough as well, creating more time and work by the instructor.
    • Amy Kolln
      Amy Kolln on 17 May 12
       
      Anytime I learn using collaborative instruction I not only retain more, but I feel like I have more resources for future learning in the new friends/colleagues made. This rarely happens for me face-to-face as I am not as good with in-person social interaction.
    • Denise Paustian
      Denise Paustian on 20 May 12
       
      Well said Barb, if the collaborative environment is not there, essential learning will not take place. And yes, it is more work. I also agree with Amy regarding the retention. I am more of a visual learner and I love having resources available to me that I can access at any time. With our students now growing up in such a digital world I feel the more we can offer them to increase their learning style, the better our students will be. I also wonder what may happen to our communication skills if some students are always allowed to only do online instruction?
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Amy Kolln
      Amy Kolln on 17 May 12
       
      Agreed. It can be easy to go crazy adding in all kinds of technology and images. But this can be overwhelming. Think of an ADHD learner and how they learn best without all the distractions.
    • keyna day
      keyna day on 21 May 12
       
      I also thought that this benchmark was important since with lesson sequencing and unit/lesson overviews since the main objective is for optimum learning for the students!
    • Debbie Ryan
      Debbie Ryan on 22 May 12
       
      I think this benchmark is important because students learn in different ways, and by using different techniques more students will be successful.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Ann Kuhlman
      Ann Kuhlman on 18 May 12
       
      Maintaining an online presence is vital to an online course. Both my son and daughter have taken online courses for college credit and some amounted to not much more than reading assignments and online quizes. With so little contact with the instructor, they were hesitant to ask for help or discuss issues they had with ambiguous or poor test questions.
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      I agree. Students need to feel comfortable communicating with the instructor so they don't get behind. We all have gmail accounts in our school and students contact teachers with questions all the time - I like to know if they need help.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Ann Kuhlman
      Ann Kuhlman on 18 May 12
       
      After taking this course, I totally agree with this one! Seeing things from a student's point of view is essential for a successful experience. As a teacher, you may think you have explained everything clearly and that your course is easy to navigate through, however, this may not be the case.
    • Denise Paustian
      Denise Paustian on 20 May 12
       
      I agree with you Ann. I went to college later in life and was able to take many classes online to get my degree. I found those staff who had regular classroom hours for weekly discussion to be more beneficial to me. I had one class that had little to no classroom instruction other than weekly assignments. I did not hear from the teacher until the class was over and I found out my grade. In regards, I did not learn much from that class.
    • Debbie Ryan
      Debbie Ryan on 22 May 12
       
      I also agree with you Ann. Moodle has been a real challenge for me.
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      I teach the students in my technology unit about copyright and how material on the internet is not just free to use, it falls under certain rights of the author. We need to model this to students, and teach them the proper way to use information, citing information, checking to see if they can use the pictures they get from an image search, etc., and about fair use.
  • Knows and aligns instruction to the achievement goal
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Instructors should know what the achievement goals are and if they align with the Iowa Core. Students need to be clear about what is expected of them, too. Standard based!
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • keyna day
      keyna day on 20 May 12
       
      It is important that the instructor have a good background in the content knowledge, the learning targets and what standards/knowledge is to be assessed.
  • Is knowledgeable and has the ability to use computer programs
    • Denise Paustian
      Denise Paustian on 20 May 12
       
      This is important for an effective online instruction, if a student doesn't know how to use a program they need to be able to go to the instructor for guidance. If the instructor doesn't know how to use it, the effectiveness of the learning process will not take place.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • herdegenk
      herdegenk on 21 May 12
       
      This has to be an advantage to using a website such as Moodle to allow students to work at different levels. Assignments can be given and collected through Moodle that allow all students to be challeneged in their own way.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • herdegenk
      herdegenk on 21 May 12
       
      I find it interesting how students can turn collaborative websites into facebook walls and chat sessions. Students need to realize what is appropriate in a high school learning environment and when additional comments just are not needed.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • keyna day
      keyna day on 21 May 12
       
      It is essential that the course be highly organized with clear learning targets and expectations through the overview/orientation so that the student can easily follow along as the course progresses.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Justin Liston
      Justin Liston on 21 May 12
       
      This standard is so imporant as it is referring to formative assessment which is the driving force behind our daily instruction with students.
    • Angie Lawrence
      Angie Lawrence on 21 May 12
       
      I agree.  This aligns very well with formative assessment.
  • Understands student motivation and uses techniques to engage students
    • Justin Liston
      Justin Liston on 21 May 12
       
      Yes, technology is important not only in the classroom but also in studnets everyday life.
  • Aligns assessment with course objectives
    • Angie Lawrence
      Angie Lawrence on 21 May 12
       
      Switch course objectives to learning targets and this standard also is aligned with formative assessment or standard based grading.
  • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b
    • Bryan Lloyd
      Bryan Lloyd on 21 May 12
       
      Working in a district that has implemented a 1:1 initiative, I understand the importance of correct modeling of technology use. It is easy to tell students what they CAN'T do, but how often do we show them what they CAN?
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Bryan Lloyd
      Bryan Lloyd on 21 May 12
       
      What better way to increase communication with students than using online teaching tools? Students have been raised in a technological world and are encompassed by it almost literally all day. If this is how kids communicate with each other, why can't we?
  • keyna day on 20 May 12
     
    Standards for Online Teaching
bakersusan

Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 1 views

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

shared by bakersusan on 28 Jul 15 - No Cached
  • Over 60% of students who eventually dropped out of high school failed at least25% of their credits in the ninth grade, while only 8% of their peers who eventually graduated had similar difficulty.”
    • Jessica Athen
      Jessica Athen on 28 Jul 15
       
      I see this all the time with potential alternative school students. They are "on the radar" when they start their 9th grade year, then I can usually tell by the end of their 9th grade year after watching their progress and hearing from their teachers, who needs to be in alternative school. I find that if they fail freshman classes, it tends to snowball from there.
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      This is very important when identifying students at risk and in need of a different setting to be successful. Focusing on 9th grade and what interventions are being used and what is working with students can be key to students graduating.
    • kburrington
      kburrington on 30 Jul 15
       
      Jessica I agree 9th grade is a very pivotal time to follow and address student issues. I always attend the 9th grade SAT meetings. It gives me look into which students I'll soon be seeing and the interventions they have tried with them. I've noticed many students at this age have already determined they are going to the alternative school. Some will even from this point on work at making it happen.
    • bakersusan
      bakersusan on 04 Aug 15
       
      Is there any research for the transition to 10th grade? Research I've seen refers to the transition to 9th grade. In our district, the 8th/9th graders are in the same building and 10-12 in another. For us, the 10th grade year seems to be more of a struggle. I'm wondering if in district's with a similar building break-down like ours if the drop-out rates get shifted to 10th grade class failures and not so much what takes place in 9th grade.
  • the government would reap $45 billion in extra tax revenues and reduced costs in public health, crime, and welfare payments if the number of high school dropouts among 20-year olds in the U.S. today were cut in half.
    • Jessica Athen
      Jessica Athen on 28 Jul 15
       
      I wish the government and public would see this information and realize that investing in education really helps everyone. Maybe then, education would not always be the first place that budget cuts take place..
    • lisa noe
      lisa noe on 30 Jul 15
       
      I agree, Jessica!  Investing in education is essentially investing in our future!  
    • kburrington
      kburrington on 30 Jul 15
       
      Jessica you are definitely preaching to the choir. It's more important to have a billion dollar surplus.
  • “When students have completed the attendance required in a course, and were unsuccessful, the options for earning credit towards graduation are often limited to using the same book, often with the same teacher, within the same seat time approach. Is this really the best way to invest resources of time and money in helping students succeed?
    • Jessica Athen
      Jessica Athen on 28 Jul 15
       
      I fight a battle about this in my district because many teachers feel that if a student fails a class that they should have to take it over again with the same teacher, same material, etc and that being allowed to take it online is "the easy way out."
  • ...20 more annotations...
  • “When students have completed the attendance required in a course, and were unsuccessful, the options for earning credit towards graduation are often limited to using the same book, often with the same teacher, within the same seat time approach.
    • Jessica Athen
      Jessica Athen on 28 Jul 15
       
      I fight a battle about this in my district because many teachers feel that if a student fails a class that they should have to take it over again with the same teacher, same material, etc and that being allowed to take it online is "the easy way out."
    • Lisa Hackman
      Lisa Hackman on 29 Jul 15
       
      I will more than likely be getting a student (senior) who has failed English 9 three times. Yes, THREE times! However, I know the teacher has modified and individualized opportunities for this particular student. She is GREAT about that. Some teachers do not adjust at all, but I know she does. This student has now put himself in a position where the alternative program is his only option based on the number and types of credits he has remaining. I don't think he necessarily wants to attend the alternative program. Students seem to do better in the program if it is THEIR CHOICE to attend rather than be placed by the administration.
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      I agree that students definitely do better if they feel it is their choice to attend the alternative program. At times our role as teachers may be to encourage the student to make that decision knowing that it will be best in the long run for the student. New teacher, fresh start, usually smaller environment which will give the student more interaction with teachers. I think we can encourage students towards alternative settings while still making it their chioce.
    • lisa noe
      lisa noe on 30 Jul 15
       
      Jessica, I have struggled with the same attitudes toward online credit recovery.  Many times, I see several students, who have had a particular teacher, who are in need of credit recovery.  I sometimes question how much effort the teacher put forth to make a connection with those students.  Some teachers take it personally if a student doesn't "care" about the class.  Perhaps if that teacher focused more on the students' needs they might see that they must care before the student will. 
  • In such moments, teaching becomes a deeply reciprocal process by which we decide to learn not just from but with the students, embracing the risks that accompany students developing as independent thinkers and informed risk takers (K. Schultz, 2003). Moreover, when we offer choice, we model risk taking for them and demonstrate problem-solving skills, such as how to thoughtfully navigate uncertainty and address unforeseen obstacles.
    • Jessica Athen
      Jessica Athen on 28 Jul 15
       
      I feel like more teachers would be open to taking the "risk" of learning with their students and allowing students to play more of a role in their own learning, if teachers didn't have so much to "lose" in the process. We are expected to teach specific things, at specific times, and cover so much curriculum in a short time frame, and that keeps many teachers from taking risks because there is so much expected of us.
    • Lisa Hackman
      Lisa Hackman on 29 Jul 15
       
      Until there is a paradigm shift from the top down, I'm afraid we will remain where we are. Fortunately, I believe there is a shift occuring, but it is occuring very slowly.
  • Over 60% of students who eventually dropped out of high school failed at least25% of their credits in the ninth grade,
    • sheilig
      sheilig on 28 Jul 15
       
      This is interesting. We've talked about this in our MTSS (Multi-Tiered Systems of Support) https://www.educateiowa.gov/pk-12/standards-and-curriculum/iowas-multi-tiered-system-supports meetings. This statistic has prompted my school to really focus on the 9th graders.
  • Nearly one-third of all public high school students—and nearly one half of all African Americans, Hispanics and Native Americans—fail to graduate from public high school with their class
    • sheilig
      sheilig on 28 Jul 15
       
      One-third is frightening!
  • Dropouts are more likely than high school graduates to be unemployed, in poor health, living in poverty, on public assistance, or single parents with children who drop out of high school Dropouts are more than twice as likely as high school graduates to slip into poverty in a single year and three times more likely than college graduates to be unemployed Dropouts are more than eight times as likely to be in jail or prison as high school graduates Dropouts are four times less likely to volunteer than college graduates, twice less likely to vote or participate in community projects, and represent only 3 percent of actively engaged citizens in the U.S. today
    • sheilig
      sheilig on 28 Jul 15
       
      A lot of our students who dropout stay in the area. They face the challenges listed above and aren't able to support the community in ways to improve it. The community suffers from the lack of people paying taxes, starting small businesses, creating jobs, volunteering, participating in community projects, etc. Our rural community needs active members to keep the existing small businesses and the school in the town. So increasing our graduation rate ultimately improves our community. Some move away; however, a lot of our students return after graduating from college. They are active in the community and helping our town.
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      Breaking this cycle for students in the community is very difficult. They need to understand the risks and difficulties they will face without a high school diploma. 
    • lisa noe
      lisa noe on 30 Jul 15
       
      Many of my former students were victims of generational poverty.  As stated above, breaking the cycle is very difficult.  Many students don't have the supports in place to be successful or to break the cycle.  We, as teachers and schools, must reach out to not only the students but their families as well to establish relationships built on trust in order to help students reach their potential.
  • Providing credit for work or community service allows students to be engaged in a valuable activity outside of school and to have this experience count towards graduation. It also motivates students to complete the program.
    • sheilig
      sheilig on 28 Jul 15
       
      I think credit for work or community service is an excellent idea. Why not use it for elective credit? If at risk students knew they had specific core classes they had to take and had more choices for their electives, perhaps graduation would be more attainable to them. 
    • lisa noe
      lisa noe on 30 Jul 15
       
      I agree that giving credit for work or community service would be an excellent idea.  It would create a sense of connection and pride in students.  
    • kburrington
      kburrington on 30 Jul 15
       
      We provide elective credit for work. Our students provide a copy of their paycheck to prove they are working. The also write a one page weekly reflection. They usually complain about their job or celebrate accomplishments at work.
  • “I have some things to say. First, all of you talked about Michael through your findings but do you really know my son? D
    • sheilig
      sheilig on 28 Jul 15
       
      Unfortunately, most parents won't have the courage to speak up here. They will leave frustrated and upset with the school. The members of the team need to realize this.
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      So many parents had negative experiences in school that they are on edge even entering the school building. We as educators need to work with the parent and seek their input when working with their child.
    • lisa noe
      lisa noe on 30 Jul 15
       
      I agree that many parents' own negative school experiences create a sense of discomfort for them when working with teachers and administrators.  We must work to break those barriers and create a welcoming, positive, family-friendly environment that shows them we value their role as a parent and advocate for their child.
    • kburrington
      kburrington on 30 Jul 15
       
      I see this kind of stuff on a regular basis. They send me students and are constantly telling me what I should watch for with them. What are their obvious strengths and weaknesses. I find it so often to be very inaccurate. I almost feel bad because I'll run into these same teachers at in-services and they are constantly asking me about these students. I feel almost mean telling them I'm not seeing any of the stuff they describe. I don't want to hurt their feelings but you just want to tell them maybe they should work a little harder to form relationships with these students.
  • There were eight staff members from the school, and myself as a parent. It was quite intimidating.
    • sheilig
      sheilig on 28 Jul 15
       
      I have not experienced this; however, my sister-in-law described the same situation with her son. It was very intimidating. Fortunately, she was a teacher's associate in a different district as her son. She had teachers, counselors, and administrators there that she could use as resources and guidance. She had to be an advocate for her son. She knew how to do this because of the support from her friends in education. Not everyone has this support.
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      I don't like to have too many teachers and faculty in meetings with parents for this reason. You could have a couple of the teachers write their concerns or ideas for the parent instead of surrounding them. It would make anyone uncomfortable.
    • lisa noe
      lisa noe on 30 Jul 15
       
      Although I have considered how a parent might feel outnumbered when attending an IEP meeting, I thought my presence would give them a sense of my support for both the student and their family.  I want them to know I care and want the best for their child.  
    • kburrington
      kburrington on 30 Jul 15
       
      I agree with you. When you have to many people there it almost feels like an ambush to the parent. I believe it's hard for them to voice opinions and concerns, especially dissenting opinions.
  • I discuss my own experience with the difference between the PLPs used at the Met and the Individualized Education Plans (IEPs) that are commonly used for students with special needs. The importance of creating a supportive link between the student, their family, advisor and mentors in creating a challenging and personalized educational plan for every student is crucial,
    • ahawthorne
      ahawthorne on 29 Jul 15
       
      IEP's for all students. Every student should have a plan and a "supportive link" regardless if they are special needs, at risk, or doing fine as a traditional student.
  • An environment without risk fails to prepare students for life outside the classroom, a world of risk taking. Allowing students to experience measured risks, in a supportive community, models the real-world paradigm where choices naturally entail risk.
    • lisa noe
      lisa noe on 30 Jul 15
       
      I agree.  Many students struggle to make the transition to college or the workforce after high school because they are not prepared.  Taking risks in a supportive environment and learning how to adapt to change will increase a student's potential for success.
  • At the same time, these teachers are often pressured by school administrators, policymakers, and politicians to raise graduation rates. Too often, the pressure to “do something” conflicts with the need to actually arm students with the real skills they need to achieve success in post-secondary education or work. Instead of challenging students to raise their performance to the level they must reach to be successful, too often credit recovery “solutions” have lowered the bar for passing.
    • lisa noe
      lisa noe on 30 Jul 15
       
      If we think we should pat ourselves on the back for "helping" a student graduate, we are seriously mistaken.  We all know that even though they possess a diploma life will still be difficult for them.  Their choices will be limit.  We need to look for ways to create career pathways, such as those we have discussed in this course, to provide students the skills (trade/vocation) they will need to be marketable and employable if they choose to enter the workforce instead of continuing with postsecondary schooling.  
    • bakersusan
      bakersusan on 04 Aug 15
       
      I couldn't agree with you more. Several years ago when the graduation rate became an area of focus with NCLB, I saw a shift in the "quality" of credit recovery programs. The goal was to graduate, not necessarily provide the skills needed to be successful. In the end it is not only the community but truly the students who lose.
  • Among the worst offenders in this regard are some products and programs that call themselves “online.” These are often programs that are low-cost, have very low levels of teacher involvement, and require very little of students. They are used primarily because they are inexpensive, and they allow schools to say students have “passed” whether they have learned anything or not.
  • we build opportunities for choice, at age-appropriate increments, scaffolding the skills and habits of mind that are necessary to increase the independence and self-direction that students need as they progress. Our experiential approach is rooted in this concept: As freshman, students learn about and become part of a community; as sophomores, they explore what it means to serve within and through that community; as juniors, they use their service experience to provide leadership to younger students; and as seniors, they risk it all, moving beyond their immediate community to explore new ones.
    • madonna63
      madonna63 on 31 Jul 15
       
      I really like how this school organized themes for each high school year thru scaffolded steps culminating in 'Walk-About', where seniors get to explore their career options for an entire semester. Awesome!
  • In recent years, an increasing number of online programs have begun focusing on offering credit recovery and serving at-risk students. In some cases, these programs started with this focus, while in other cases existing online programs expanded their focus beyond high-achieving students. Online learning is proving to be an important—and sometimes transformational—tool in reaching at-risk students. Goals related to credit recovery and at-risk students vary with each online program often they include one or more of the following: Help students make up credits to meet graduation requirements Meet graduation deadlines Prepare students for state exams Get dropout students back in school
    • madonna63
      madonna63 on 31 Jul 15
       
      This is a great option for at-risk students. AS it says, it gets dropout student back in school. Without a high school diploma, students futures, on average, look bleak. Having that diploma sets them up for many future possibilties, even college. You can earn college degrees online.
  • Online curriculum must be rigorous to ensure that students are learning the material, and not simply moving through the course. Diagnostic testing that allows students to demonstrate mastery of the elements of a subject that they learned in their previous attempt to pass the course, and to move on to the parts of the course that they need to focus on, keeps students engaged.
    • madonna63
      madonna63 on 31 Jul 15
       
      I respect programs that make sure students learn and not just 'get thru' the course. Also, students will need to focus, which at-risk students don't do in the general classroom. As stated, testing lets students demonstrate what they've learned which motivates them to pass. 
  • If a student is struggling with a lesson, the teacher can focus instruction where the student needs the greatest support.
  • This individualization and personalization allows students to feel a one-to-one connection with their teachers and engages them with the material more thoughtfully.
    • madonna63
      madonna63 on 31 Jul 15
       
      This is a special part of the program. Teachers can see specific areas where students need help. It might have gone under the radar in a general class. It also points this out to the student. This gets the teacher engaged with the student instructing him/her in that specific area which makes it more personal. Human connections help to keep students feel more welcome, especially if they are more introverted.
  • Our schools need to be places where learning matters,
  • Proactive measures often are met with resistance and criticism.
  • the real message of the Coleman and Jencks studies of equal educational opportunities: not that the school is powerless but that the family is powerful.
kylejclark

iowaonlinelearning - Teaching Standards - 3 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by kylejclark on 08 Jul 15 - No Cached
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is so important. If students aren't getting a concept, repeating it over and over....or slower...isn't the answer. We must find a different way to approach them. This is true of all types of learning - traditional and online. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is so important for all type of instruction, whether it be online or face-to-face. If a student isn't getting the concept, repeating my instruction over and over....or slower...isn't going to help. Time to try a different approach. 
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This gets me to thinking about layout of an online course and ease of navigation. If things aren't clearly laid out or easy to navigate, it makes the learning more difficult. My daughter is taking a summer class and I'm seeing first hand how course layout has affected her. The lessons are presented in Soft Chalk with the assignment directions on the assessment page. They don't take the assessments shown there, rather the ones the instructor posts in the modules. The assignment directions are not easy to return to, The pages load slowly and there is no sliding bar to just take you to the last page. The assignment directions are not shown on the assignment page where students actually submit their work. This has been a source of frustration for my daughter. Layout and ease of navigation, along with directions on the actual assignment page are extremely important for online learners. Especially students who aren't as patient as adult learners. 
  • Tailors instruction to meet the different needs of students,
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is something I strive to do in my classroom. Face-to-face interactions make this easier. This would be more challenging in on-line learning. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This is something I strive to do in my classroom. Online learning presents challenges in this area. Great care and planning would be involved. I can see the importance of having a student coach. 
    • milemieux
      milemieux on 16 Jul 15
       
      Accommadating for students with special needs would be a tough in the online setting. With the use of some technologies such as text to speech I think that some of those challenges could be addressed. I agree though, if it is a full online class, then a student coach would be ideal.
  • ...16 more annotations...
  • Understands and uses data from assessments to guide instruction
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This ties in with the first item I highlighted.
    • cjterry64
      cjterry64 on 08 Jul 15
       
      This ties to the first item I highlighted. Assessment data, whether it be formative or summative, must guide what we do as teachers. How many times over the years have I given an assessment and didn't do anything with it? I continually strive to do better with this. 
    • milemieux
      milemieux on 16 Jul 15
       
      I like this one as well. It is so hard to be a learner when you do not understand something, and the teacher continues to plow forward.
  • Creates a learning community
    • cjterry64
      cjterry64 on 08 Jul 15
       
      A sense of community is what makes a classroom such a great place to learn. The challenge would be to create such a learning community with online learners. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      A sense of community is so important for learning. This seems so much easier to me with face-to-face learning. Definitely a learning curve for educators as we head towards more online learning. 
    • klsgwin
      klsgwin on 17 Jul 15
       
      Agreed! The connections in face-to-face learning environments are more naturally occurring but in an online environment where a large component to understanding lies in the ability to effectively communicate the material, an educator must facilitate an open and safe place to do so.
  • Communicates with students effectively and consistently
    • cjterry64
      cjterry64 on 08 Jul 15
       
      Finding how to effectively communicate and monitor students consistently in an online course seems extremely important to me.  Adult learners are more likely to be independent and push on when things aren't clear. Not the case with children or teenagers. They are more likely to just "shut down" and blow the course off if they weren't able to communicate with their coach and/or instructor. 
    • cjterry64
      cjterry64 on 08 Jul 15
       
      Finding out how to effectively communicate with online learners seems critical. Again, the importance of a student coach surfaces. Adult learners tend to push on and problem solve more. Student learners, not so much. Feedback, help with assignment, tech help, etc. must be given consistently and as quickly as possible. Finding the balance between being available and being on 24/7 would be challenging. Letting students know when you are available, when to expect a reply to message, when things will be graded must be communicated up front. And communicate if changes occur. I know even my 5th graders appreciated updates if something was taking longer to grade than anticipated or if I needed to help them a little later. 
  • Your thoughts?
  • encourages collaboration
    • elgehrke
      elgehrke on 14 Jul 15
       
      I feel like maybe last year I was so focused on classroom management that I didn't really take many risks in the collaboration department. I know how important that collaboration is... I just have to figure out how to make sure my students stay actively engaged with our learning during these group work or partner work times.
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      I could see how with younger students this could be... "risky." AS adults, and professionals, we self regulate and censure ourselves well. Especially with topics that are not controversial.  I wonder if canvas has a way that kids can post, and you can moderate before it is shared?
  • appropriate use of the internet
    • milemieux
      milemieux on 16 Jul 15
       
      Using techniques to engage the students will push them to do more than the minimum. If they become engaged and are enjoying it they could take their learning to another level. In this class, I feel I have learned about a lot of new resources that will help engage my students in their learning.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • milemieux
      milemieux on 16 Jul 15
       
      This seems silly to highlight this, but students need to have an instructor that is trained in the subject matter and has the technology skills to help students as well. It brings validity to the material when presented by someone that has learned about it, experienced it and has taught the material. I would be horrible at teaching an online course about Language Arts because that is not my strength area and have limited skills providing online learning. In my opinion, if you want something to be successful you need to be fully invested and not cut corners.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • milemieux
      milemieux on 16 Jul 15
       
      Technology is great but sometimes technolgy does not always fit every learning situation. Choosing the right format or multiple options, can make or break instruction. I found it very easy to follow along with the videos provided to sign up for diigo, where I probably would have struggled to more if I had to read directions and figure it out on my own. Visually seeing it put me more at ease.
  • Understands student motivation and uses techniques to engage students
    • milemieux
      milemieux on 16 Jul 15
       
      Being able to motivate and engage students helps to push them to do more than just the minimum. Hopefully, they will take more ownership of the learning and take it to another level.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      This is potentially hard to do. There is so much copyrighted material that floats around the internet, namely on youtube and on google image search. Its tempting to just use all the resources you can easily find, and those are two HUGE sources of information. I hear the AEA website has an copyright OK picture library for school use, and I know there where some learning licensed video sights listed on the resource wiki we looked at. Anyone know some more specifics on these? #ollie_iowa
    • klsgwin
      klsgwin on 17 Jul 15
       
      When you are using Canvas and posting information on your class page, you can click an icon above the text box that has a list of video resources available. I would be able to tell you more however, I am new to it as well. It is the little blue V in the center of the bar above the text box.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Beth Moss
      Beth Moss on 16 Jul 15
       
      This is no different than any other course in real life, but it speaks to the rigor thats expected no matter what the delivery method. 
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • klsgwin
      klsgwin on 17 Jul 15
       
      This seems like a no-brainer but the two are distinctly different.
  • Has experienced online learning from the perspective of a student
    • klsgwin
      klsgwin on 17 Jul 15
       
      This is integral to a student's success. I have always held fast to the belief that if you don't understand the context of a student, you are missing out on teaching opportunities.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a) • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
    • klsgwin
      klsgwin on 17 Jul 15
       
      Not any different from the Learning Targets we create for our Priority Standards for our face to face classes.
    • kylejclark
      kylejclark on 20 Jul 15
       
      This is critical with an online course.  Not only do your criteria and standards need to be clear, but you also must have an efficient way for students to seek clarification and ask questions, just like they would in a normal classroom.
  • 8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • kylejclark
      kylejclark on 20 Jul 15
       
      This standard as a whole is my weak point.  My knowledge about copyright laws is minimal at best.
cherylfletcher

Articles: Preparation - 1 views

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

shared by cherylfletcher on 16 Jun 15 - No Cached
  • I usually do not even have to look at the whiteboard or legal pad when I am in PowerPoint, because the analog process alone gave a clear visual image of how I want the content to flow. I glance at my notes to remind me of what visuals I thought of using at certain points and then go to iStockphoto.com or to my own extensive library of high-quality stock images to find the perfect image.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I wonder how long it took him to reach the point in which he didn't have to refer back to them due to the planning analog?  Or does it come so naturally it happens the first time?
  • If you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      When I think about presentations that have stuck with me, I was able to empathize with that specific presenter because their content was told in this story format!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I would agree. Sometimes I think people when presenting may make it too hard on themselves trying to involve a story so that the audience can relate. It's got to be your story that is normal to your life. You don't have to make the Oscar's with your first presentation. Now after saying that, I still struggle doing this part sometimes. 
  • The best kamishibai presenters did not read the story, but instead kept their eyes on the audience and occasionally on the current card in the frame.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      Through the readings thus far, this is a common theme.  Know your content and share the story to make those connections with your audience.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Back to the preparation and knowing your content. I would categorize myself as one that dreads giving presentations but actually really enjoy it once a successful presentation has been given and the successful ones come back to preparation and knowledge.
  • ...32 more annotations...
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I think that being mindful of this rule when planning will make a big difference in my presentations.  In another class I will be creating a Pecha Kucha presentation and that format also has a strict rule of 20 slides, 20 seconds each!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I've always taught in the classroom about avoiding too much text/info but setting a standard such as 10/20/30 where the font is 30 makes it more standard.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This sounds like an excellent approach, 10/20/30 Going to try this and see what kind of effect is has.
  • This exercise forces you to “sell” your message in 30-45 seconds
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      It also makes you have a clear purpose/vison for the presentation.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      The elevator test has really stuck with me since reading about it in the first lesson. I like this and plan to use this in my classroom as well.
  • Keep it simple
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's so easy to say this to ourself and especially our students but as simple as it is to say it, ha, it's so hard sometimes to narrow things down in regards to presentations. The 3 things to remember will be a great aide for me to use.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My tech department usually says KISS. Keep it simple - stupid. We are referring to ourselves as stupid. Don't put too much into something - keep it simple for the audience.
  • caffeine
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Coke please : )
  • Use visuals in an active way, not a decorative one.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's been nice seeing all the visuals and pics and how they all can tell a story. It's really a simple process and a reminder that I need to include more into mine instead of the usual PPT clipart/objects/etc. Much more telling and relating to the audience.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I would agree with the first comment.  If and when I do put a picture on a powerpoint, often times I am looking for a picture that might match the content.  Really, the picture should embody the content.
    • pfineran
      pfineran on 23 Jun 15
       
      Knowing your audience well should seem intuitive to educators as we always think about the various learners in the classroom, but I know that as I have transitioned to working with adult learners, this is a bit more complicated!
    • pfineran
      pfineran on 23 Jun 15
       
      Wow! To pare it down to three main things would REALLY take some thought!
    • pfineran
      pfineran on 23 Jun 15
       
      I feel as though I have a long way to go to get to this point!
    • pfineran
      pfineran on 23 Jun 15
       
      I need to remember to have my audience somehow engage with the content or they won't be able to answer this question. Then I have wasted their time.
    • pfineran
      pfineran on 23 Jun 15
       
      Story telling is such a great way to grab and keep your audience's attention. People are more apt to listen when they can relate to what is being talked about. Stories are a great way to invite your audience to get involved.
    • berlandson
      berlandson on 27 Jun 15
       
      I especially enjoy when students share their stories!  I always tell them they have just made my next presentation better as I have a new story to add :) 
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Such an important point considering how often presentations are used to transfer simple bits of information.  We've all experienced innumerable meetings that transferred information better suited for a handout or quick email.
  • Great content is a necessary condition, but not a sufficient one
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      A great point here because we've spent so much time considering many of the surface aspects of presentations, but at its core has to be relevant and engaging content. Presentations that lack good content are like blockbuster movies that lack good writing: all style and no substance.
  • Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Being able to pass the elevator test is a must for good presentations, but I think the Belasco test is better for the early stages of preparation.  If you can't pare the essence of the presentation down to one sentence, then your initial purpose is too complex to convey to the audience. Such a simple step could save hours of time and effort in the long run.
  • Documentaries do not simply tell facts; rather, they engage us with the story
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      At least GOOD documentaries do this
  • while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.”
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Even the best stats available don't alone make a good presentation.  I can totally relate to watching a presenter unveil his or her argument as I sit and try to take down that argument point by point.  Good stories can't really be argued, which is why they are more powerful than reason alone.
  • Make your presentation—visuals and narration—participatory.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      In my new role as a PD facilitator, this is something I need to grow in.  Easier said than done, but when the audience has a role in the presentation it is exponentially more effective in delivering its message.  I've sat through enough passive and mindless PD sessions that I owe it to my colleagues to at least encourage their participation.
  • I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      I find this to be the most convincing part of the 10/20/30 rule.  Depending on the level of audience participation and how the presentation fits in with the rest of the lesson or activity, 20 min. won't always be feasible.  However, torturing the audience with countless bullets and tiny text should be avoided (And yes, I'm a hypocrite because I'm as guilty of this as anyone).
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them. 
  • I find the analog approach stimulates my creativity a bit more as I said. No software to get in my way and I can easily see how the flow will go.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can see how a powerpoint would be prepared more successfully on pencil and paper rather than on a computer.  First of all, doing the presentation with a pencil and paper would offer fewer distractions (you wouldn't flip from window to window).  I also believe you would be able to be more creative without a program that already sets the background format up for you.  You would have a blank page to start with and could brainstorm the design of your slides.
  • EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them.
    • berlandson
      berlandson on 27 Jun 15
       
      I agree, excellent idea.  Trying to decide if it would be three ideas per day or per unit?  I think I could start with three "big ideas" per day.  Good challenge!
  • 9. The art of story telling
  • 9. The art of story telling
  • 9. The art of story telling
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can think of some of the best presentations I have been to and they all have storytelling involved.  Many might be about former students or teaching experiences.  Some might be jokes or inspirational stories, but they all have stories.  This is definitely something I want to work on!
  • In your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • gsmutz
      gsmutz on 27 Jun 15
       
      This seems like a great way to tell a story and attainable for any content area.  In math, I could connect our current content to previous content with a story.  I could talk about problems that my students in the past have had with the current lesson and how they overcame it.  I feel like this could be a starting point to a story, if you don't have one.
  • 10/20/30 Rule of PowerPoint
  • Who is the audience?
    • berlandson
      berlandson on 27 Jun 15
       
      I think in class it is important to get to know your students.  Building the relationship with the students and understanding their background definitely helps the teacher to design a lesson/presentation that will reach the students.
  • The best presenters illustrate their points with the use of stories, most often personal ones.
    • berlandson
      berlandson on 27 Jun 15
       
      It is often hard for students to give an interesting presentation and I think it is because many of them lack the "history" to have stories to share.  I co-coach our Academic Decathlon team and as they work on their prepared speeches we often tell them the best speeches are tied to "real life" not a researched topic.  Now I know why....they have stories to share!
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us. Based on our research, knowledge, and experience, we can tell it from our gut. Internalize your story, but do not memorize it line by line. You can’t fake it.
    • berlandson
      berlandson on 27 Jun 15
       
      I think this is what makes good teachers!  When the teacher teaches what they love, they just naturally have stories; they do not have to read from a slide as they are telling about something they really know, love and want to share!
  • What is the purpose of the event?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My presentation will be to the younger students and their parents about our 1 to 1. The students want to get the info quickly and get their new chromebook. The parents want this over so they can go home!
  • A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience. A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Did a data dump the last time I presented. Had so much information in too short a time. Learning to be a better presentor.
  • Really ask yourself the tough questions throughout the planning process. For example, is your point relevant?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      So What? I never really thought about that before. I definitely do not put myselves in their shoes enough to say - what is the point of all of this. Need to follow this!
  • Good stories have interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Sounds like my English teacher. Introduction, middle and conclusion. Guess I had forgotten about that.
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