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kmcastaneda

Articles: Preparation - 1 views

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

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

Simple free learning tools for students and teachers | Quizlet - 1 views

quizlet.com

moodle_iowa

shared by joanmax on 15 May 15 - No Cached
  • joanmax on 15 May 15
     
    This site provides many opportunities to practice Spanish. These can be the teacher's work or you may use practices created by other teachers.m
Kim Foley-Sharp

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

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

shared by Kim Foley-Sharp on 10 Jan 17 - No Cached
  • 2. Demonstrates competence in content knowledge (including technological knowledge)
    • krcouch
      krcouch on 11 Jan 17
       
      I feel that this is important that you know the content you are teaching and able to do what you are teaching. I do feel that you should also be willing to learn new things if needed.
    • theatregoddess
      theatregoddess on 13 Jan 17
       
      I struggle with technology sometimes because it changes constantly :-)
    • dykstras
      dykstras on 13 Jan 17
       
      Constantly changing is right! Technology is the ultimate 'life-long learner' example!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      Constant learning is the key word. When it comes to technology you have to be in the constant learning mode or you will not keep pace!
  • 2. Demonstrates competence in content knowledge (including technological knowledge)
  • • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • Mike Radue
      Mike Radue on 11 Jan 17
       
      This is a healthy reminder of the why and the how we do what we do. Pedagogy is not only interesting but essential to effective teaching. Much thought should go into the nuances of online learning and how activities and interactions should be structured to capitalize on and enrich learning.
    • aricriede
      aricriede on 12 Jan 17
       
      This is an issue that I see with my the teachers I am currently coaching. Developing lessons that are age and ability level appropriate can assists with many other issues that arise in a classroom because it will keep the students constantly engaged.
  • ...31 more annotations...
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • Mike Radue
      Mike Radue on 11 Jan 17
       
      I think the core of good teaching is relationship and community building. This is an essential component to facilitating rich learning experiences for traditional and online students alike. in particular, I feel being approachable and interactive are especially important when evaluating a learning environment.
    • saladinoj
      saladinoj on 12 Jan 17
       
      This standard is so helpful and it does help build relationships
    • dassom
      dassom on 14 Jan 17
       
      In the future if/when we start creating online learning opportunities for the staff it will be nice for teacher in the same building to talk about the class they are taking. We are getting that kind of experience with us all being in the same cohort.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • krcouch
      krcouch on 11 Jan 17
       
      Once again experiences help us deliver good instruction. So if we are taking classes and learning we in turn become better teachers and know what struggles may happen or what worked and what didn't
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      Up until this course, I honestly had no idea how difficult it was to do everything for a course on the computer. Despite being very tech savy, I find myself somewhat challenged to manage the different windows required.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • saladinoj
      saladinoj on 12 Jan 17
       
      I really don't understand how you can adjust for different learning styles and abilities--its the same assignments for all unless you create online course that has different levels of abilities
    • blockerl
      blockerl on 14 Jan 17
       
      I think you could start by offering choice. If a student has to discuss theme in a story, their products could be an essay, a video, a Presentation, or something else. Additionally, you could create different assignments for different students if they need it. An online course would be an easy way to make that happen since students aren't necessarily seeing what their peers are producing. I know Google Classroom just made it available to provide assignments to specific students. I would imagine Moodle can do the same thing.
  • Creates a safe environment, managing conflict
    • aricriede
      aricriede on 12 Jan 17
       
      Working both in a school setting and outside of the schools, I see this as a standard that should come at or near the top of most instructors lists. I want my students to have an environment that they feel safe and want to come learn. I want my students to feel that instructors genuinely care for our students and want the best for each of them.
  • Utilizes a course evaluation and student feedback data to improve the course
    • aricriede
      aricriede on 12 Jan 17
       
      I love to give students a voice in their classroom. It can be something as big as classroom rules and expectations to something as small as a choice of what to do next from teacher selected activities, and anything in between. Giving students a voice will give them some ownership of the class and give them a reason to want to keep coming back.
    • saladinoj
      saladinoj on 12 Jan 17
       
      I need to do this because I get set in my ways and need to find out what the students would like to learn in my classes.
    • emmeyer
      emmeyer on 18 Jan 17
       
      Agreed! This is a very important, even though you may get feedback that is difficult to read. It is extremely helpful in knowing what is most effective from those that are actually completing the assignments. When students have a voice it makes it more meaningful and more effective.
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • saladinoj
      saladinoj on 12 Jan 17
       
      This is a good introduction for new students. A lot of people think netiquette is understood by everyone but some people have never been informed about proper online communication
  • University of Illinois
    • dykstras
      dykstras on 13 Jan 17
       
      ILL-INI! Love that Iowa's Teaching Standards come from the great state (and University) of Illinois :-)
    • dassom
      dassom on 14 Jan 17
       
      ME 2!
  • Networks with others involved in online education for the purpose of professional growth
    • dykstras
      dykstras on 13 Jan 17
       
      This is why I love my fellow TILTS ... and OLLIE classmates! Networking is critical for a guy like me
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      Networking takes on a whole new meaning in education, especially at the HS level. We no longer can teach in isolation. We have to work not only with our colleagues, but also the community. This includes businesses and agencies that can help us to produce well rounded students for their workforce.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • tifinif
      tifinif on 14 Jan 17
       
      I think this is so important when it comes to having student complete assignments online. In a face to face classroom communication can be easy, quick and personable. As educators we can't loose site of this when the class and assignments are online. We have to still find ways to connect and let our students know that we may not be face to face but we still care about their learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      This is just as important as timely feedback in a traditional classroom course! When the instructor is not face to face with the students it is sometimes harder to know what the next step might be, without the feedback from the previous assignment or feedback on a discussion board.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • tifinif
      tifinif on 14 Jan 17
       
      I feel that is standard is so important because at an elementary level we have a wide range of abilities. Its nice to have websites and technology that is appropriate for a kindergarten student vs a 5th grader.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
  • a variety of assessments
    • Jen Van Fleet
      Jen Van Fleet on 14 Jan 17
       
      Another vision for down the road is an accessible repository for high quality assessment items linked to standards which could be pulled while our collaborative teacher teams start to build their common formative assessments.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • blockerl
      blockerl on 14 Jan 17
       
      I think this is especially important because it is hard to be sincere in an electronic space. I love when teachers introduce themselves. I need the personal touch to be more invested in the coursework. Students will need that, too.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • Assists students with technology used in the course (Varvel III.C)
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Kim Foley-Sharp
      Kim Foley-Sharp on 16 Jan 17
       
      This is so critical as we move to even more online content for classes. We need to teach our students to give credit where credit is due.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • hansenn
      hansenn on 16 Jan 17
       
      I think the first part of this goal is easier to meet now with cloud based programs like G-suite products, but it can be challenging to have middle students to stick to working together to reach a learning goal.
  • current with emerging technologies
    • hansenn
      hansenn on 16 Jan 17
       
      I think it is extremely difficult to stay current on all of the technology tools. There are the new tech tools and then the others are continually being updated. We seem to have certain leaders who are know about certain products. We all know who to ask about Google Calendar. moodle-Iowa
    • emmeyer
      emmeyer on 18 Jan 17
       
      I definitely agree with this!! I used to think that I was good with technology and doing well with new things until we went to ISTE last summer! That, along with these classes has really showed me how much I really don't know!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies
    • Heather Whitman
      Heather Whitman on 16 Jan 17
       
      I strongly believe this is the most essential part. It is the understanding of the big picture (Understanding by Design concepts from the late 90's), assessment, and how are we going to get there is the key to any teaching. This front loading, upfront planning, and focus on the big picture will ensure more learning. It is planned and not rushed. You will always need to adjust, and the moodle allows ample ways to adjust instruction as the students need it. Technology or no technology, this is the heart of teaching.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d
    • Heather Whitman
      Heather Whitman on 16 Jan 17
       
      I really struggled which to pick out as being most essential in the 2nd area and I went between self assessment and the ability to differentiate with all learners. I decided to go with the self-assessment and pre-assessment. Hattie studied thousands and thousands of strategies and found the number one way to improve learning is through reflection- knowing where I am, setting goals, and reflecting along the way. This is the nice part with online learning as it forces all students to be transparent and not blend in with the class and not engage. With solid planning for a variety of abilities in the classroom, good assessment & feedback, and constant reflection, we should see improvement in learning.
    • Nancy Peterman
      Nancy Peterman on 17 Jan 17
       
      This is a demonstration note
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • anonymous
      anonymous on 18 Jan 17
       
      I feel this is essential because an online teacher should possess the content and technological knowledge necessary to design and implement coursework. If they don't know how to navigate and utilize the technology then they shouldn't be teaching online.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • anonymous
      anonymous on 18 Jan 17
       
      I feel this is an essential standard because learning materials and resources are the foundation of any course whether it is online or face-to-face. Instructors need to know how to select and evaluate the materials that they will use to teach others. It is the core of any instruction.
  • • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      This class is a great resource for starting to learn how to use these tools. I am curious as to how long one would have to use these tools to be confident in being able to also require students to use them. I certainly see them as a great resource, but to what extent would teaching students how to use the tools overshadow the learning that is to take place about the actual content for which the tool is being used?
  • • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jlchrstn
      jlchrstn on 18 Jan 17
       
      The ability for students and teachers to communicate is perhaps one of the greatest benefits for online learning. In what other educational setting does a student have the opportunity to freely communicate with the instructor about a vareity of topics without the presence of their peers.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • christymccarthy
      christymccarthy on 28 Jan 17
       
      Self-assessment are not very helpful because the user often does not answer the questions truthfully.
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • christymccarthy
      christymccarthy on 28 Jan 17
       
      Joan Walton has helped me with this class. the student-student interaction has help me with this learning process.
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      This is a critical piece. It has to start not only at home, but at the lower elementary and be consistent throughout a childs k-12 life. We also need to have consequences in place if students do not follow the guidelines. That is all part of the learning process, but cannot be a repeat continuously.
Gina Rogers

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by Gina Rogers on 31 May 21 - No Cached
  • no peer ever wrote more than three sentences.
    • lizmedina
      lizmedina on 31 May 21
       
      Indeed, this is a valuable part of peer editing that is oftentimes not properly sued by students and requires much more practice in implementing
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
    • lizmedina
      lizmedina on 31 May 21
       
      This is a very difficult task for many of my ELL students, particularly the newcomers
  • why?
    • lizmedina
      lizmedina on 31 May 21
       
      It seems that I spend a lot of time in the "why" of assessments and assignments when supporting teachers with struggling learners.
  • ...30 more annotations...
  •  sample peer evaluation 
    • lizmedina
      lizmedina on 31 May 21
       
      link does not work
  • higher education institutions
    • lizmedina
      lizmedina on 31 May 21
       
      I don't necessarily think it's a task solely for higher education, but it is one that requires direct teaching and practice.
  • provide guidance on how to judge their own and others’ contributions.
    • lizmedina
      lizmedina on 31 May 21
       
      Practice and discussion is so important in helping students have a better grasp of how to evaluate and why
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback
    • ajmoss80
      ajmoss80 on 31 May 21
       
      It is interesting how many times in this course the idea of a supportive "classroom culture" comes up. A positive culture that encourages risk-taking and does not penalize "failure" is very important to getting the most out of self- and peer-assessment.
  • students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • ajmoss80
      ajmoss80 on 31 May 21
       
      Student goal-setting is something I've not tried in my classroom, but I am intrigued by it. To me it seems this would most successful within a scaffolded structure of teacher-provided "big-picture" goals. The student would then provide some "mini-goals" to work toward.
  • they need to be taught strategies
    • ajmoss80
      ajmoss80 on 31 May 21
       
      This is a key statement. Students don't automatically know how to monitor and assess their own learning. It is a skill that can and must be taught.
  • Represent a student's progress over time
    • ajmoss80
      ajmoss80 on 31 May 21
       
      This is probably my favorite characteristic of a portfolio -- how they show progress over time. It is instructive and just plain fun to view growth at the end of the course by viewing a portfolio of work. So often, it is difficult to see growth on a day-by-day basis. But when one steps back and takes a long-term view, growth is plainly evident.
  • with instructions
    • ajmoss80
      ajmoss80 on 31 May 21
       
      When I have utilized peer-assessment in the 9-12 level, the most success I had is when I gave the group direct instructions and a time limit. For example, I might tell them they have 7 minutes "on-the-clock" to read their partners introduction, followed by 7 minutes of discussion. Then we move on to the next section. This helps the group stay focused and on-task, rather than giving a 40 minute block of time to just "peer-review" and give no other direction.
  • In this paradigm, self-assessment is not the same as self-grading. Rather, 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
    • travisnuss
      travisnuss on 31 May 21
       
      This was my thought when I was reading the last article "Why and When Peer Grading is Effective for online learning." I didn't feel that Peer Grading is the same as Peer Assessment. I like the idea of Peer or Self assessment where they reflect and improve on their learning, but not necessarily be given a grade based on the assessment. I think even as teacher's if we spent more time assessing students without giving a grade, we could get a lot more learning from the students.
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      Would self-assessment be seen differently/positively through the eyes of our students if their grades were standards-based instead of points/letter grades?
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
    • travisnuss
      travisnuss on 31 May 21
       
      I see way too many students try and do this, especially students who feel they must have an A at all cost. They don't want to actually learn the material, they just want to know what they have to do. I see where this has lead to students taking less risk and less thinking for themselves trying to problem solve how to do something on their own.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
    • travisnuss
      travisnuss on 31 May 21
       
      Checking work, revising it and reflecting on it seems to always go hand and hand with writing. I've always wondered and even tried to dabbled with a way to do revisions in math courses without just having the students "redo" a problem to get the right answer. Unfortunately, in my attempts, I get just that. I can't get the students to necessarily reflect on what they did wrong, but rather another attempt at getting the correct answer.
  • One way to make sure students understand this type of evaluation is to give students a practice session with it
    • travisnuss
      travisnuss on 31 May 21
       
      This is something that I definitely need to get better at is practicing with my students what I expect them to do. I need to do a better job at modeling and giving examples of expectations for things like peer assessing, self assessing and even examples of proficient work.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • mhoekstra86
      mhoekstra86 on 04 Jun 21
       
      Relationship building within the classroom beyond just between teacher and student would be so crucial here! The community dynamic would need to be on point.
  • •Encourages student involvement and responsibility.
    • mhoekstra86
      mhoekstra86 on 04 Jun 21
       
      This is a goal area for me. How do I use self reflection in a way that feels like time well spent to the student and myself so the student can also fell a sense of ownership and total control of their outcome?
  • When learners are at a similar skill level.
    • mhoekstra86
      mhoekstra86 on 04 Jun 21
       
      This is a huge concern specifically for this year. It is very obvious at all grade levels in the Cedar Falls Virtual Campus that the skill sets for our students are either very high or very low. The middle ground is all but gone which makes this method of assessing very challenging.
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • mhoekstra86
      mhoekstra86 on 04 Jun 21
       
      Have strong example work is another area I am working on. My curriculum is still very new and has had a lot of interruptions from outside issues which has meant priority has not been placed on building a strong set of examples.
  • I barely touched on the use of rubrics, which is the tool I suggest for evaluating the completed team project itself.
    • mhoekstra86
      mhoekstra86 on 04 Jun 21
       
      Considering the high level of emotion that can occur with group projects, I could never imagine assigning a group task without a solid rubric. The subjective nature of a group project means I need solid expectations in order to clarify any grey area as well as hold students responsible who do not meet those expectations.
  • •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
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      Who (meaning teachers) wouldn't want this? I have tried self-assessment with upperclassmen with some success...the success rate drops dramatically when I implement self-assessment in my Biology classes. I must not be implementing it well...or waiting too long to implement it.
  • Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses.
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      If we know self-assessment is powerful, why are so many teachers not doing it?
  • “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,”
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      In the 'Self-Assessment Does Not Mean Self-Grading' article, it stated that most students in the study didn't perform self-assessments in their other classes...even though we know self-assessment creates deeper learning, independence, critical thinking, and several more positives that teachers hope for. This statement reminds me why self-assessment doesn't exist in most secondary classrooms...it's a control-thing.
  • When learners are mature, self-directed and motivated
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      This is why I have rarely implemented peer review in my Biology classroom. I've seen it work perfectly within an AP classroom...but it doesn't go over well with my at-risk population of sophomore students.
  • Advantages:
    • mcairney
      mcairney on 08 Jun 21
       
      There is a lot front-loading that needs to happen for students to do this effectively.
  • Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments.
    • mcairney
      mcairney on 08 Jun 21
       
      After years of students being told what their grade is, this can be a huge shift, especially for older students.
    • Gina Rogers
      Gina Rogers on 08 Jun 21
       
      I agree with this. You need to explicitly teach students how to be helpful peer evaluators and effective at self-assssment.
  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
    • mcairney
      mcairney on 08 Jun 21
       
      I would say another challenge with collaborative work is that if group work builds onto the work of the others, if that work isn't completed, it becomes stagnant.
  • with an eye for improvement.
    • mcairney
      mcairney on 08 Jun 21
       
      Teachers modeling this for students is very important too.
  • student’s grade
    • mcairney
      mcairney on 08 Jun 21
       
      I would imagine this would be a separate grade than the grade for the work, correct?
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.
    • Gina Rogers
      Gina Rogers on 08 Jun 21
       
      I used to use a lot of checklists and feedback stems for peer evaluation. I found that these helped to make the quality of the feedback that students gave to one another better.
  • 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. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
    • Gina Rogers
      Gina Rogers on 08 Jun 21
       
      I have mixed feelings about contracts. They can be useful for motivating students, but they reinforce this "points race" mentality that some students have rather than having students focus on mastery.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Gina Rogers
      Gina Rogers on 08 Jun 21
       
      I do really like portfolios because they require a lot of reflection from students. Students really have to have mastered content at a really deep level so they know whether or not their work is a great example of the mastery of a standard or concept.
  • 6)  Learners have a developed set of communication skills.
    • Gina Rogers
      Gina Rogers on 08 Jun 21
       
      It is important to equip students with a checklist and some sentence frames/stems for them to give effective/useful feedback.
Pam Jobgen

Audiopal - 0 views

www.audiopal.com

m moodle_iowa

shared by Pam Jobgen on 13 Nov 12 - Cached
  • Pam Jobgen on 13 Nov 12
     
    add audio to your website
sarankin

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

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

iowa online moodle_iowa ollie_iowa

shared by sarankin on 17 Sep 15 - No Cached
  • Has experienced online learning from the perspective of a student
    • ames726
      ames726 on 18 Sep 15
       
      I feel that this is essential for any teacher of an online course.  Just as a classroom teacher  has at some point been a student in a classroom, so should a teacher of an online course have been an online student.  It is an imperative experience that provides empathy and understanding that would otherwise be absent
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
    • clmensing6
      clmensing6 on 23 Jan 16
       
      absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      I agree.  I think this applies to all teaching, not only online teaching.  Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through.  Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • ames726
      ames726 on 18 Sep 15
       
      My concern here is with the word "or."  My opinion is that the correct word should be "and."  Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • ames726
      ames726 on 18 Sep 15
       
      I agree that learning theories are an integral part of teaching.  This ties to the annotation I made under standard 2.  Having this knowledge is an innate feature of meeting the professional teaching standards established.
  • ...47 more annotations...
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
    • ames726
      ames726 on 22 Sep 15
       
      I am intrigued by this thought.  the term "fair use" seems vague and undefined.  I agree that online courses do seem particularly suited to drawing material from the internet.  Perhaps examples of acceptable use vs. unacceptable use would be helpful.
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
  • Networks with others involved in online education for the purpose of professional growth
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
    • stitesm
      stitesm on 11 May 16
       
      You are correct.  Networking is the best way to learn.  It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
  • Understands student motivation and uses techniques to engage students
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
    • hstaebell
      hstaebell on 19 Jan 16
       
      Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. 
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic.  As a teacher it requires allot of time and self discipline to attend to. 
    • sarankin
      sarankin on 08 Jun 16
       
      Getting feedback on student work is key for motivating students to work hard daily.  Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes.  If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due.  This feedback would allow for students to know if they are on the right track as they are working on it.  
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      Having reliable, quality, affordable software to support learning is hard to come by. 
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
    • disneygal
      disneygal on 14 May 16
       
      My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes.  We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated.  AND, I would love to know how to encourage more course feedbackk!
    • Deena Recker
      Deena Recker on 24 May 16
       
      When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information. 
  • Incorporates social aspects into the teaching and learning process
    • Cari Teske
      Cari Teske on 16 May 16
       
      Collaboration is key to a successful online course.  It is not enough to read content and complete assessments.  A student needs to be actively involved in the learning process.  This is where discussion forums become important as do the activities that you are directly involved with during the class.  Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided.  - Cari Teske
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      As teachers we need to follow the 21st century technology standards.
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
    • paulboysen
      paulboysen on 23 Jan 16
       
      Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • paulboysen
      paulboysen on 23 Jan 16
       
      With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • stitesm
      stitesm on 11 May 16
       
      Very important for all instructors on either side of the screen.  Keep current on new research by reading, taking classes, collaborating and networking. 
    • cwdorman
      cwdorman on 15 May 16
       
      Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      There is a HUGE difference between face-to-face and online learning/teaching.
    • Cari Teske
      Cari Teske on 16 May 16
       
      Very true.  Also, between blended and those mentioned above.  Strategies used need to be developed to provide learning to be at it's optimum.  
    • janevolden
      janevolden on 17 May 16
       
      I feel there is a definite challenge that is larger barrier than teaching face-to face.  You must get your thought across without that personal face-to-face and not loosing anything in the interpretation.  you must also feel as though you have your message getting across ....quite a challenge.
    • sarankin
      sarankin on 08 Jun 16
       
      I agree that there is a huge difference between online and face-to-face teaching.  I also believe that some people think it's "easier" to teach online and takes less time.  Actually I think it takes more time!
  • Continuously
  • evaluate
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • verploeg
      verploeg on 14 May 16
       
      Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words.  In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains.  And edits and deletions may be impossible.  With this comes responsibility.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is a huge concern in our building since going 1:1.  Students don't understand that they can't copy and paste something word for word from the Internet.  I have had students simply change one or two words and think they can all it their own. 
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu This is a test.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course.  Data often show gaps in instruction.  It also indicates areas that may need to covered in more detail.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach.  If a student is having a problem, talking with the student in a normal calm voice can beneficial.  Sometimes, things just blow up and then the main goal is to keep the students safe.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 10 May 16
       
      This corresponds to teaching mathematics. One MUST know the content at grade level, what content comes before, and what content comes after.
    • cwdorman
      cwdorman on 15 May 16
       
      This would seem to be pretty essential as one must know the content well in order to teach it effectively.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
      anonymous on 10 May 16
       
      I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
    • stitesm
      stitesm on 11 May 16
       
      Good comment!  Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.  
  • presentation of the conte
    • stitesm
      stitesm on 11 May 16
       
      This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
  • Understands and uses data from assessments to guide instruction
    • verploeg
      verploeg on 14 May 16
       
      Teaching is all about constantly tweaking the material to meet the students' needs.  What worked a year ago may not work at all with the current students.  
    • Cari Teske
      Cari Teske on 16 May 16
       
      Yes, reflection is always good.  But, often times it needs to happen during the course.  As instructors we often assume that others will be able to follow along with the instruction.  When that is not the case, material needs to be retaught.  In a face-to-face classroom, one can observe the students.  In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.  
    • Deena Recker
      Deena Recker on 24 May 16
       
      I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • verploeg
      verploeg on 14 May 16
       
      Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism.  Translating into their own words hasn't been done and yet they don't understand that they are stealing content.  We, as educators, must establish the guidelines for writing with integrity.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • verploeg
      verploeg on 14 May 16
       
      Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is essential to any online course.  Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • verploeg
      verploeg on 14 May 16
       
      With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic.  Prudence would need to be taken.
    • disneygal
      disneygal on 14 May 16
       
      The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • abbys213
      abbys213 on 14 May 16
       
      It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
  • Assists students with technology used in the course (Varvel III.C)
    • abbys213
      abbys213 on 14 May 16
       
      This class is helping with that!
    • mikedemario
      mikedemario on 15 May 16
       
      This is important.  I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
    • mikedemario
      mikedemario on 15 May 16
       
      I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
  • Knows and aligns instruction
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
  • instructional strategies
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
  • planning, designing,
    • Cari Teske
      Cari Teske on 16 May 16
       
      When starting an online class is important to design it with the end in mind.  What do you want students to know by participating in this course?  Planning and designing how to get to those goals is critical.  It can often be difficult for instructors to 'unlearn' what they are already know.  In a regular classroom they pick up clues by observing the students as to whether they understand the content.  That is much harder to do in an online environment.  Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
    • janevolden
      janevolden on 17 May 16
       
      I really feel that I am working on aligning my course to the Iowa Teaching Standards.  I LOVE standards....think it is such a great thing for all. 
    • matt66ludwig
      matt66ludwig on 17 May 16
       
      If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • tedmallory on 15 Jan 16
     
    As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
  • ...1 more comment...
  • tedmallory on 15 Jan 16
     
    Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
  • shawnaharris on 24 Jan 16
     
    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)
  • hanigand on 08 Feb 16
     
    I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
Angie McConnell

ollie1: Iowa Online Teaching Standards - 1 views

moodle.cr.k12.ia.us/...view.php

shared by Angie McConnell on 15 May 12 - No Cached
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I believe that teachers need to be required to stay up to date with the ever changing technology. I have not been forced until now and am feeling way behind. Our students are submersed in a technology world and that is what they now find engaging.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      There are so many different tools out there it can become very overwhelming in trying to find what will do the job the best.
  • 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)
  • ...3 more annotations...
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      It is essential that if a teacher is going to use the technology with their students that they first have a strong knowledge base of the technology.
  • Assists students with technology used in the course (Varvel III.C)
    • Angie McConnell
      Angie McConnell on 27 May 12
       
      It is so important to help students with their onine learning and to be engaged with them. Even though students are using the computer, it is necessary to be actively involved instead of just sitting behind the desk thinking the computer will do all the teaching for you.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • Angie McConnell
      Angie McConnell on 27 May 12
       
      It seems that students need to be reminded over and over about proper computer ettiquette. Some of them just don't see the harm or the danger in some of the things that they do. Developing rules/ standards with other teachers or having building wide standards is necessary. It is also important to post the rules and have set consequences for inappropriate use.
Joanne Cram

ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

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

shared by Joanne Cram on 09 Sep 14 - No Cached
  • Student Involvement in the Assessment ProcessStudents learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      This seems to be to be a critical component to engaging students in their learning.
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Writing learning targets in tersm that students will understand can be a challenge...especially with younger children.
    • scampie1
      scampie1 on 11 Sep 14
       
      Having I can statements make a huge difference in what the learning will be. All students need this!
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think goal setting and tracking is way students can take responsibility for their own learning.
    • nathanjenkins
      nathanjenkins on 19 Sep 14
       
      Learning targets and "I can" statements reach all students and guide them in their learning, but even more so help to maintain attention for students that get off task easily or loose focus. Having these short-term goals posted in the classroom can aide in self-guidance of the students. A quick gesture to the poster or board with these goals can redirect without too much effort.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Student involvement in assessment always produces deeper understanding. When students can create their own learning targets (when guided by the educator), this is deeply beneficial because they've created a mini road map to help them navigate through the content. They won't have any surprises, only answers to the learning targets they hoped to gain.
  • Clear Learning TargetsThe assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      I feel we often assess for the sake of assessing without keeping our focus on what it is we want the student to gain from it in the long run.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      I completely agree. I was constantly assessing formatively, but I hate to admit that summative assessments that I created for my units were more assessment for the sake of assessment. I should have approached it more big-picture
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Also, I think that clearly communicated learning targets are so important. How many times have I taken classess or sat through PD and was doing what was asked of me, but I wasn't sure why.
    • Kristina Dvorak
      Kristina Dvorak on 12 Sep 14
       
      I agree, having clear learning targets is helpful for students.  It gives them an idea of what is most important in a lesson and gives students a guide for learning.  
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      I agree with Deb and Kristina that students need to have clearly defined learning targets which will guide students as to the area of focus. Assessment should be done for a purpose and an outcomes.
    • criley55
      criley55 on 16 Sep 14
       
      I also agree that we can't keep what we are teaching a mystery to the students. They need to know the learning targets so they know what is expected of them. Then they will be able to connect with the content and engage in the learning.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      I think it's important to have a road map that is constantly being referred to- and instructors that ask the question, are we getting there? If the assessment can't answer that question, maybe the instruction needs to be adjusted, or the assessment needs to be thrown out.
  • Keys to BalanceThe 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.
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      I like the use of the tern balance. It implies we need to USE assessments for information instead of just because we feel we need to assess everything. The issue of access is also critical because if we do not give teachers access to the data directly they cannot effectively use it!
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      Direct access to data provides teachers with feedback as to whether further instruction is needed in a specific area or if students understand and you can move forward. I often question why we start another unit immediately after a test when there may be a need to step back and review an application before moving forward.
    • joycevermeer
      joycevermeer on 14 Sep 14
       
      If we respond to what the assessment data is telling us we won't always be doing the same things with the same children. Planning for individual and small group instruction becomes necessary if we truly want to scaffold learning.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Balance as a whole is essential in any learning environment- especially in assessment. Students need to have ample time spent in learning environments that allows them the success they earn in an assessment environment. After that time is used in assessment- students need to know that those assessments will drive the instruction in the future, and they see the value in assessment.
  • ...74 more annotations...
  • What decisions will the assessment inform?
    • bgeanaea11
      bgeanaea11 on 09 Sep 14
       
      This is a good question we should ask before each assessment! Why are we assessing this? What will we do as a result?
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Yes, and the answer to the question of why we do assessment can't be "because we have to".
    • scampie1
      scampie1 on 11 Sep 14
       
      Or because I have to enter something in a LMS system
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Great question. I think we often assess because we feel we should and we always do; it's just part of a routine. This question forces more of a big-picture plan for assessment.
  • begin with a clear picture of why he or she is conducting the assessment.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I believe that this statement is so true.  The teacher and students must have a clear picture of why the assessment is happening.  I am afraid that many times it is because the curriculum says that it is time for a particular test or the district has said it is time.  But, then the assessments are only being used to give a letter grade or to get stats for a certain audience like the school board.
    • criley55
      criley55 on 16 Sep 14
       
      I completely agree. We can't let pacing guides dictate when an assessment is necessary or what we use it for.
  • Are results communicated in time to inform the intended decisions?
    • criley55
      criley55 on 16 Sep 14
       
      I know there is never enough time to get everything done but if we are not providing timely feedback, then it was a waste of time to give the assignment in the first place.
    • anonymous
      anonymous on 10 Sep 14
       
      Using results in a timely fashion is so important!
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      This statement really ties into what we learned in unit 1 about rubrics. Having a rubric helps you to be able to give specific descriptive feedback that make continuous improvemnt more likely.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      I agree. This is really a biggie. Tmely, specific feedback that is linked to specific learning goals is so important. It takes time, but it sure has an impact on learning.
    • jbdecker
      jbdecker on 13 Sep 14
       
      In starting to teach a course online for the first time this fall being able to easily provide written feedback to each and every student has been a positive of the online format. Yes, it takes time and I don't know exactly how soon the students view the comments that I make but it has the potential to make a real impact on student performance and learning. 
  • next steps in learning
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      Next steps in learning--teachers quickly understand that they must provide this, but don't always see it's connection to how we assess.
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      It might be helpful to look at ourselves as coaches, a coach would give feedback to help an athlete improve.  They wouldn't say, "that's average" and move on.  Our assessments shouldn't do this either.  
  • the need for all assessors and users of assessment results to be assessment literate
    • joycevermeer
      joycevermeer on 10 Sep 14
       
      These examples really help one to understand how various assessment methods have different functions.
  • it's important to know the learning targets represented in the written curriculum.
    • scampie1
      scampie1 on 11 Sep 14
       
      This is a challenge for many of us with the new Iowa Core which has process and content targets. Knowing how to assess processes is new to many of us.
    • scampie1
      scampie1 on 11 Sep 14
       
      It also requires deep understanding of the curriculum.
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      For me, as an art teacher, I have had experience assessing the process.  However, I don't always include it in the final assessment like I should.  It is always interesting to hear the student's perspective in the process they went through when learning.  
  • Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and student
    • scampie1
      scampie1 on 11 Sep 14
       
      Teachers often rely on text book published assessment tools that may or may not reflect the intended learning needs of the teacher.
  • 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 user
    • scampie1
      scampie1 on 11 Sep 14
       
      This statement made me think about the LMS some schools have that make formative assessment a challenge. They tend to require grades for weekly reports to parents that may not be reflective of the process of learning.
  • inform students about their own progress
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think it is always important to keep in mind the value of students taking ownership in their learning and being aware of their own progress toward standards.
    • Kristina Dvorak
      Kristina Dvorak on 12 Sep 14
       
      Yes, when students take ownership of their own learning they are more successful.  It is important to keep in mind when designing assessments.  
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • ods are most likely to produce accurate results for different learning targets.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      This was a good reminder to me that many variables impact assessment results in addition to the just the assessment methods.
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      The vague directions reference is key. It is so critical that directions are clear, but that is easier said than done at times.
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      It is easier said than done. I have written directions that I thought were very clear but evidently were not as I had several questions from students. I'm trying to get better at this.
    • anonymous
      anonymous on 14 Sep 14
       
      It's interesting that assessment result inacuracies are connected to external factors. So true!
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      So many kids don't have any idea what the instructions are, but are too afraid to ask for clarification because they don't want to stick out. It's essential for teachers to make sure that all students know what is expected of them.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I consider data binders a great tool for helping students track their own progress on learning targets. They can also use it to communicate their progress to parents at conferences.
    • jbdecker
      jbdecker on 13 Sep 14
       
      Teachers being able to organize the grade book or other assessment scores in an online classroom environment might be a powerful tool in allowing students to easily see the progress they are making towards a learning target throughout a particular online course. 
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      Students having access to the progress they are making would help give students the motivation to keep improving and a sense of accomplishment.
    • criley55
      criley55 on 16 Sep 14
       
      It seems like a lot of work up front getting things set up for students to be able to track their progress but it is much more meaningful when they are taking responsibility for their learning and have that internal motivation.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think ActivExpressions (used with Interactive Whiteboards) are an outstanding tool for gathering formative data on student learning. They provide immediate feedback and a method of saving results for teachers to review at a later time.
  • students can use the results to self-assess and set goals
    • Deb Vail
      Deb Vail on 12 Sep 14
       
      Students have got to be given time for metacognition and reflection to maximize current learning as well as future learning.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I believe that it is important for students to be involved in setting goals for their learning and monitoring their own progress.  The research has been available for years on this topic.  
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      I agree. It is so important to have students involved in their own learning and in monitoring their progress. I know for me it would have been beneficial to have those options when I was in school. "in the olden days" when I was in school, we weren't given options. Would have been nice!
  • provide the results in a way that helps students move forward
  • written test plan
    • Kristina Dvorak
      Kristina Dvorak on 13 Sep 14
       
      This works for some subjects, but not all.  I don't know that I would give my students in drawing a written test.  The written test is a product in my case. 
    • jbdecker
      jbdecker on 13 Sep 14
       
      Kristina, The way I read this is that it wouldn't have to be a written test for the students but that we as instructors should have a written plan that shows how our assessments are assessing the various learning targets we are trying to hit.
  • Clear Purpose
    • Travis Wilkins
      Travis Wilkins on 13 Sep 14
       
      While in the classroom this was a constant struggle when working with many of the assessments that we were being asked to give to students.  Often we as teachers were not sure of the purpose of the assessments we were being asked to give.  While this did not mean that the assessments were not worthwhile, the lack of communication and development of teacher understanding was a big problem.  On some levels I think we are currently seeing similar miscommunication in schools that are for the first time implementing FAST or another DE approved assessment with their students.  I have spoken with teachers that have little or no context to the different tests within the FAST program and therefore are unaware of the purpose.  This does not mean that they are poor assessments or not worth the time - we know differently.  However, without a clear purpose the information gained from the assessment might easily be lost.
  • Who is the decision maker?
    • Travis Wilkins
      Travis Wilkins on 13 Sep 14
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jbdecker
      jbdecker on 13 Sep 14
       
      Our Social Studies department at our school requested the Social Studies test data from lasts years Iowa Tests from our district.  We were told that even though all of our students had taken the test that we would not be given any breakdown of the data.  Needless to say we were more than a little frustrated by this decision. Unfortunately, even though all of our students took the test it costs money to get a breakdown of the data and the district wasn't willing to pay for that at this time. Why give the assessment if you aren't going to use the data from it to try to improve?? 
  • Reasoning targets, which require students to use their knowledge to reason and problem solve.
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency.
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      The performance skill target provides students with another way to be demonstrate/share their understanding of a specific concept instead of a written test.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      These type of assessment and targets are the key to know if students have understood the material that has been presented to them! moodle_iowa
  • Product targets, which specify that students will create something, such as a personal health-related fitness plan
    • Kathleen Goslinga
      Kathleen Goslinga on 13 Sep 14
       
      What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.
    • Diane Jackson
      Diane Jackson on 14 Sep 14
       
      I agree with you. Giving students choice in how to express what they have learned is so important. That's a key component in Universal Design for Learning.
  • A Solid Foundation for a Balanced System
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I absolutely agree:   balanced systems for assessing learning with assessment-literate users.  When a district has many teachers, an implementation plan on how to have all teachers assessment-literate is crucial.  Then how is a district going to measure the success?  It needs to be included in the teacher evaluation process. (Lynn
    • anonymous
      anonymous on 14 Sep 14
       
      Many schools are using DuFour's PLC framework to drive teacher collaboration around data points. Wonderful work!
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      The assessment methods utilized by teachers in the classrooms can have the greatest impact on student learning IF the teachers know how to use assessments to impact instruction. Hence, the need for good professional development concerning assessment. (Lynn)
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      You raise an interesting point Lynn, "the need for good professional development concerning assessment" (Helmke, L. 2014). I wonder how such a professional development would be received- both at the different building levels (elementary, middle and high schools) as well as looking at different parts of the state.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      The teacher is the most powerful player when it comes to assessment. The teacher who sees that child day after day has a more accurate understanding of the performance of the student than a standardized test. This should be a taken into consideration more than the standardized test.
  • Teachers can minimize bias in a number of ways. For example, to ensure accuracy in selected-response assessment formats, they should keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
  • Bias can also creep into assessments and erode accurate results
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      I am amazed when I create a test for our Professional Learning Committee, the amount of rigor that we, as teachers, put into choosing the correct verbage and vocabulary for individual questions.
  • Will the users of the results understand them and see the connection to learning?
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      The idea of people understanding the results really speaks to me. My wife is an "Instructional Design Strategist" (read Coach) for an elementary school. She knows a lot. She especially knows a lot about assessing at the elementary level, and whenever we would go into a parent-teacher conference for our daughters, she would make sure that the teacher explained the data to me, as she already knew what the score meant. If I just went on what I understood, well my kids were way off the A-D grade charts because they were scoring M and E- little did I know that those meant Meeting and Exceeding...
  • Who will use the results to inform what decisions?
    • Adrian Evans
      Adrian Evans on 15 Sep 14
       
      This is very true. As more and more people (parents, students, teachers, administrators, elected officials as well as the rest of the public) are looking at education, we must be able to justify not only what we are looking to assess but why
  • having more assessments will mean we are more accurately estimating student achievement
    • criley55
      criley55 on 16 Sep 14
       
      Just giving an assessment isn't helping improve student achievement, its' what you do with the information you get from the assessment.
  • Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      We try to use so much information and I think it's important to use the RIGHT information when when comes to assessing. moodle_iowa
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • ajbeyer
      ajbeyer on 17 Sep 14
       
      Effective planning starts with the teacher. Planning for the needs and assessments of all learners it where effective assessment can be powerful. If they teacher takes the time to plan the assessment, then his or her teaching will probably match that assessment. moodle_iowa
  • What Assessments Can—and Cannot—Tell Us
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is a component of assessments that I think has flown under the radar for too long.  In my experience in the classroom, we were often inundated with mounds of data that we had been given very little training or time to understand what it could or could not tell us about our students.   Rather than data bing used for decisions for which they were not suited, it was more common for the data to be collected and never used.
  • Effective Communication of Result
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This was something that we often struggled with as classroom teachers.  We were collecting more and more data that had the potential to tell us great things about our students, however, the format or system in place did not allow great opportunities to communicate this information with parents.  If we had better system processes in place I think that many of the parents in the community would have been thrilled with the work we were doing.  However, some of our systems limited the communication of results in a timely manner.  While the teachers saw the connection to learning, their were times where I felt the parents did not understand the work we had been doing with their students.
    • Joanne Cram
      Joanne Cram on 22 Sep 14
       
      Since I'm about a week late, I've read through most of these points and my "notes" that I was going to post have all been addressed. This is the one that was most important as a take home to me. I think that assessing without feedback is a huge issue in education. I understand that as teachers, we get busy. But what is the point of giving a grade if there is no learning behind why the grade was assigned?
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.
Chad Jilek

online1: Iowa Online Teaching Standards - 10 views

205.221.40.124/...view.php

shared by Chad Jilek on 21 Jan 11 - No Cached
  • Proposed Online Teaching Standards
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Many of these standards would be good for teachers who are not teaching "online" but using technology in their classrooms. I wonder if there will be a push for all teachers in 1:1 schools to know these and have some skill with them.
    • David Happe
      David Happe on 23 Jan 11
       
      Good point, Valerie. It seems that online instructional approaches are a subset of practices in which students operate sometimes independently and sometimes with feedback from and interaction with peers and teacher interaction and feedback that is not necessarily immediate.
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      How long will it take for administrators/principals to be trained on these?  While these should apply to any course (online or classroom) I would assume very few teachers have seen something like this before.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • r kleinow
      r kleinow on 21 Jan 11
       
      I would agree that knowing and aligning the instruction with the learning goal is a key piece. I have seen numerous occasions where things are done because 1. That is what has always been done. 2. Someone found a neat toy to use. or 3. There is a new catch phrase going around. With little or no thought given to what the intended goal of the instruction is and what we would like the learner to know and be able to do. I think it is always important to revisit the question of what is the goal and what is the best way to help the learn get to that goal. The design of the learning expereience on-line or not should address this consideration. So, intended or not, I am glad to see this here and at the top of the list.
    • Joe Brekke
      Joe Brekke on 07 Feb 11
       
      Agreed, r kleinow. Well said. I've heard that our new Governor has decided to abandon the Iowa Core all together. Any thoughts?
  • Understands and uses data from assessments to guide instruction
    • r kleinow
      r kleinow on 21 Jan 11
       
      I am a believer that the single most improtant thing a teacher needs to know is what the learner already knows. I beleive the saying goes "find that out then instruct accordingly". I have always been challenged to find effieceint methods of doing this, but I think there are number of technology tools that can help to facilitate this process.
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      This is a big part of the course we are developiing using CTS. Using the Keeley probes helps with finding out about what a learner understands. The challenge is to use or create the right probe that can give the teacher the feedback they need to differentiate the instruction
    • linda vann
      linda vann on 22 Jan 11
       
      Without understanding the learner's starting point or needs, instruction is just a "dump and pray they understand it" proposition. If instruction builds on the learner's prior knowledge, then the new information has something to attach to and has more of a chance of being understood and retained.
  • ...28 more annotations...
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Greg Sleep
      Greg Sleep on 21 Jan 11
       
      We are on our second year of one-one laptops in our school. We had a intense training for dealing with appropriate use of technology. That training dealt with plagerism, social networking and consequences. We as staff were also trained in this area. It is a part of our student handbook as well.
    • linda vann
      linda vann on 22 Jan 11
       
      Demonstrating responsible use of technology is equivalent to learning manners while eating, listening while someone else is speaking, and other etiquette skills we are all taught at appropriate ages. Dealing with inappropriate use of technology is absolutely necessary to ensure its continued safe use for all learners.
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      Is there a "standard" acceptable use policy across the state or does it vary from school to school?  
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      Who decides if the content is appropriate for the online environment?
    • Steve Van Gundy
      Steve Van Gundy on 22 Jan 11
       
      That's a good question. And I'm guessing it would vary depending on the subject?
  • 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)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      Who would be responsible for deciding if a teacher has the content knowledge and best practice skills to teach that content?
    • David Happe
      David Happe on 23 Jan 11
       
      A structural limitation of many systems is that when leaders (expert consultants, administrators) are chosen, they immediately stop practicing what they were good at and what made them good choices to be leaders. Wise use of online communities may help provide support to teachers in content and best practice as both change rapidly. Deciding if a teacher has skills - well, that's another matter.
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      This is very important to both classroom and online learning. The more we become experts in our subject it becomes easier to lead student learning.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      I am curious how an instructor can ascertain learning styles of students. There are some tools that I have used with students in the classroom to uncover this. I suppose using those tools online wouldn't be that hard
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      I too,am curious about this in an on-line environment. Just as all teachers have different strength and teaching styles, students do too. I am not quite sure how you would figure that out in an on-line environment or how youw ould tailor instruction to meet those differnt learnign styles.
    • David Happe
      David Happe on 23 Jan 11
       
      UDL (universal design for learning) promotes providing all students with multiple means of learning, multiple means of demonstrating learning and multiple means of engagement. A pretty good trick face-to-face and a greater challenge online: http://www.cast.org/udl/index.html
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      Sometime this can be as easy as embedding a video of the teacher explaining a lesson. Just the student being able to stop and review it as many times as they need will help. As long as I have been in instructional technology it is always easier for me to be able to stop and go over a section of a tutorial as I am trying to create with that technology.
  • • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Greg Sleep
      Greg Sleep on 21 Jan 11
       
      I feel that if a person was going from face-to-face instruction to partial or totally online instruction there would be a total change of how you motivate learners. Maybe I'm wrong on that or I'm still thinking of the way I was taught and how I learn. I know that today's students are electronically gift no matter what their test taking abilities are.
    • Jeremy Nally
      Jeremy Nally on 21 Jan 11
       
      I think one of the ways that can motivate them is by giving immediate feedback. Students like to see how they do on things and if they take a quiz, assignment or test online they can see right away how they did instead of having to wait on the teacher to grade them. Now this would motivate all of them and it wouldn't work on all tests, quizzes or assignments, but it may be one way to motivate the students.
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      For our reading curriculum, we have our students take the tests online and they have immediate feedback and are able to see their average score from taking all of the tests. I agree that the immediate feedback is what students want. It's easier for students to create goals based on their achievement on these tests. They are also able to go back to see what questions they got wrong right away and are able to look and make sense of what the correct answer is, etc.
    • linda vann
      linda vann on 22 Jan 11
       
      Motivation comes from internal needs. It does not need to be (and if fact is better) if it is intrinsic, not extrinsic. Learners are motivated by correct learning and understanding. The more immediate the feedback on that, the more the motivation. I have a quote in my office that says, "Motivation is not enough. If you motivate an idiot, all you have is a motivated idiot." Knowledge is power and knowledge is motivating.
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      Kelsey, I would be intersted in how you do your reading tests on-line. If I remember correctly, you are an elementary teacher. This is something I would definitely like to explore.......because like you say immediate feedback is so important.
  • Assists students with technology used in the course
    • Jeremy Nally
      Jeremy Nally on 21 Jan 11
       
      I think it is important to make sure the material is whats important and not overwelm the students with technology. I really like when technology tutorials are added with the assignment or lesson. This helps me focus more on the material and worry less about if I can figure out the technology.
    • Steve Van Gundy
      Steve Van Gundy on 22 Jan 11
       
      And I think a lot of the students these days could probably figure out the technology quicker than a lot of us teachers, but mastering the content is what we are all after.
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      Like this course it is good to have tutorials or lessons on the technology we have the students use. That way it is available to the student if they need it. This would be a great advantage in online learning because the student would be embarrassed if they did not know how to use the technology.
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      If they're talking about the 21st century skills that these students need to know and what not in order to become a successful worker in today's world, then I strongly feel that interaction and collaboration is a huge key component of our students' success. It's vital that others understand the thought process of other individuals; yet, still explaining their thoughts and working together with their peers/teachers/content on a project at hand. It teaches kids social skills that they need to become successful in the outside world. It's always nice to learn from one another and to teach someone something new :)
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      I think this is the powerful part of an online community; that is the sense that they are a learning community.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      I totally agree with using data to evaluate our teaching practices and students learning. If my first graders are not doing well in something I have taught, the first thing I look at is what could I do different to make them more successful. This would be true wheter it is on-line instruction or face-to-face instruction.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Tera Schechinger
      Tera Schechinger on 22 Jan 11
       
      Growth will be so much easier to assess in a digital world. Our digitial thumb print can easily be accessed adn evaluated over time. Paper and ver bal instruction is so very hard to document growth.
    • Steve Van Gundy
      Steve Van Gundy on 23 Jan 11
       
      To be honest, I think I'm scared by "emerging technologies". In terms of what is already out there, and trying to think about what is yet to be invented, I'm worried that I will just start to "master" something when the replacement technology will take over. Though I have to believe that adequate training will be offered to us teachers who are apprehensive.
  • learning theory appropriate to online learning,
    • linda vann
      linda vann on 23 Jan 11
       
      I tagged a website which provides a brief definition of constructivism, behaviorism, and cognitivism. They are very brief definitions, but allow for a gateway of further research by identifying authors of the theories. I would be interested in learning if anyone has other resources for online learning theories.
  • 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)
  • Provides substantive, timely, and constructive feedback to students
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Kenny Weed
      Kenny Weed on 24 Jan 11
       
      I believe students learn better through the use of technology. Using technology to the content will help students stay involved with learning the content being taught.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      Although I agree, Kenny, I also believe that it is important that the technology does not overtake the content that is to be explored and learned. Sometimes it seems that the technology ends up being the focus and the content gets lost. To me, the words "enhance learning" are very important in this bullet statement.
    • Joe Brekke
      Joe Brekke on 07 Feb 11
       
      I agree with both of you. I've been reluctant to use technology because I haven't felt confident that I would be enhancing or extending the learning. Classes such as this are building my confience though, enabling me to see how much more I could be doing... I just need the time to explore and design. Isn't that always the case with this teaching gig?
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • Kenny Weed
      Kenny Weed on 24 Jan 11
       
      Using multiple assessment instruments will give the teacher a better understanding for assessing each student. One assessment may be better for one student and not for another.
  • Demonstrates ability to enhance academic performance and support for the agency's student achievement goals
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      The items listed here should not be limited to online teaching.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      Now that I have read the entire document, I believe my statement above could be repeated many times!
  • Aligns assessment with course objectives
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I am wondering if the assessments in these areas are also going to be online, or if it is okay to use these online tools to teach a topic and then use the assessments required within previously set curriculum, even if the assessment is not online.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I feel that this is important because with our continuously chaning style and strageties for teaching it is very important to listen to the learners in order to develop best practices for teaching and learning.
  • Has experienced online learning from the perspective of a student
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      I think it would be very challenging to teach an online class without ever being a student in one. In fact, I think teaching online presents challenges even after being a student in multiple online courses! :)
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      I remember the difference of looking at a online course first as a learner and then facilitating the course. I realized how much content there was to digest and how quickly the course was moving.
  • Communicates with students effectively and consistently
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      Online office hours?  I suppose it just becomes a built in part of your schedule.
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      That is the heart of the work for a facilitator of an online course. The student needs the sense first that there is an instructor presence somewhere in the background. As the group begins to respond to each others' thoughts then the facilitator can move from the foreground to more of the background.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with other
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      This is one of many standards that many teachers will need considerable in-service to become familiar with.  I can see many teachers being unsure of this topic.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Gary Petersen
      Gary Petersen on 01 Feb 11
       
      In providing professional development to AEA staff on special education issues, I have often relied on "compliance to mandates" as a means to judge the success of the training. Of late, I have become much more interested in measuring staff's "learning" to a standard as one key measure of the effectiveness of training (i.e., teaching).
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Gary Petersen
      Gary Petersen on 01 Feb 11
       
      Providing appropriate strategies to enhance the learning experience online that align with the objectives and assessments within the context of professional development is a big challenge. I realize it is the same challenge that the Iowa Core and CEI puts forward for every teacher. I have been the recipient of many professional development opportunities over the last 30 years and many of them have not come close to meeting this standard. I think things are changing for the better lately and I really believe courses like this have helped.
  • Designs the structure of the course and the presentation of the content to best enhance student learning,
  • fair use
    • Chad Jilek
      Chad Jilek on 16 Jan 12
       
      Fair Use is a term that needs to be used more with students. They need to hear multiple times what they can and can't use on technology projects and how to cite them if they do. Not enough awareness of this.
  • Promotes learning through online collaboration
    • Chad Jilek
      Chad Jilek on 16 Jan 12
       
      Students need a new way to work within groups or pairs in todays age without being face to face. This is an important part of students technological advancement.
  • differences between teaching online and teaching face-to-face
  • between teaching online and teaching face-to-face
Mary Overholtzer

ollie1: Iowa Online Teaching Standards - 0 views

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

shared by Mary Overholtzer on 17 May 11 - No Cached
    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Plus.... no papers to carry home!
  • Has experienced online learning from the perspective of a student
    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
    • crjessen44
      crjessen44 on 18 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • david moeller
      david moeller on 18 May 11
       
      Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
    • anonymous
      anonymous on 19 May 11
       
      I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
    • mhauser
      mhauser on 22 May 11
       
      This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
    • Jessica White
      Jessica White on 23 May 11
       
      Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
    • Monte DeArmoun
      Monte DeArmoun on 18 May 11
       
      Is there a particular brand/kind that you use?
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      I have clickers, but I am a little weak on using them.
  • ...50 more annotations...
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • Mary Trent
      Mary Trent on 17 May 11
       
      It is difficult to develop assessment tools that show this kind of learning growth with technology without it being more of a lab setting with a control group. I haven't found anything real practical yet that is reliable.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Mary Trent
      Mary Trent on 17 May 11
       
      I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      This is always a challenge. We have done training on this for years.
    • crjessen44
      crjessen44 on 18 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Again, moderation in all things is key for learning and building relationships.
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
    • rcordes1961
      rcordes1961 on 17 May 11
       
      Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
    • anonymous
      anonymous on 19 May 11
       
      I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
    • rcordes1961
      rcordes1961 on 19 May 11
       
      Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
    • Mary Overholtzer
      Mary Overholtzer on 02 Jun 11
       
      I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
    • anonymous
      anonymous on 17 May 11
       
      I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
    • Amy Burns
      Amy Burns on 17 May 11
       
      I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
    • mhauser
      mhauser on 22 May 11
       
      I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
    • Chip Bishop
      Chip Bishop on 25 May 11
       
      Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Tim Hughes
      Tim Hughes on 17 May 11
       
      This could be difficult for an animated personality, where actions speak as loud as words.
    • anonymous
      anonymous on 17 May 11
       
      I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
    • anonymous
      anonymous on 19 May 11
       
      I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      It's the relationship variable.....do we care enough to reach out?
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
    • Tim Hughes
      Tim Hughes on 17 May 11
       
      I must agree. It is starting to get out of hand
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
  • Selects and uses technologies appropriate to the content that enhance learning
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
    • David Olson
      David Olson on 19 May 11
       
      I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
    • Melissa Hesner
      Melissa Hesner on 23 May 11
       
      I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      Critical piece when working with young adults in this media age!
    • Chip Bishop
      Chip Bishop on 25 May 11
       
      I would agree, and add that teachers also, to be reminded of what is appropriate. You see all too often where a teacher is being accused of inappropriate behavior while use social media sites.
  • ensure academic integrity
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
    • mhauser
      mhauser on 22 May 11
       
      Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • david moeller
      david moeller on 18 May 11
       
      this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
    • Matt Tracy
      Matt Tracy on 18 May 11
       
      Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
    • April Tidwell
      April Tidwell on 21 May 11
       
      I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
  • Assists students with technology used in the course
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
    • hollysoby
      hollysoby on 22 May 11
       
      I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
    • Boyd Card
      Boyd Card on 22 May 11
       
      Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
  • informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Matt Tracy
      Matt Tracy on 18 May 11
       
      I wish the students were aware that privacy was okay and they don't have to share everything. This is a huge issue with the technology now available.
  • Maintains an online social presence that is a
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
  •  Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
  • Communicates with students effectively and consistently
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
    • mhauser
      mhauser on 22 May 11
       
      I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
  • encourages collaboration
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      Great to see so many tools for problem solving with a partner (no matter what you teach)!
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      I agree.  I feel it is very important to have that learning community to allow the students to collaborate.  Let's face it, the less we say, the more they learn!
  • including student-teacher, student-student, and student-content
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
  • including rubrics for student performances and participation
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
    • Boyd Card
      Boyd Card on 20 May 11
       
      Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
    • April Tidwell
      April Tidwell on 21 May 11
       
      I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
    • Mary Overholtzer
      Mary Overholtzer on 02 Jun 11
       
      I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
    • Boyd Card
      Boyd Card on 20 May 11
       
      As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
    • Melissa Hesner
      Melissa Hesner on 23 May 11
       
      Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
    • Jessica White
      Jessica White on 23 May 11
       
      I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
  • Knows and aligns instruction to the achievement goals
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      To maximize knowledge the subject area content must be aligned to the goals. Assessment must also be aligned!
  • Understands and uses data from assessments to guide instruction
  • Provides substantive, timely, and constructive feedback to students
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
    • Boyd Card
      Boyd Card on 22 May 11
       
      Timely feed back is very important. It allows students to grow with direction.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      While I do not have any experience of any kind in the online teaching world, Evan may know, what does conflict look like between students in the online world?
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
    • Boyd Card
      Boyd Card on 20 May 11
       
      I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
    • hollysoby
      hollysoby on 22 May 11
       
      I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
    • Heather Gould
      Heather Gould on 21 May 11
       
      I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
  • appropriate for online learning
    • anonymous
      anonymous on 20 May 11
       
      What would be examples of 'multiple assessment instruments here? Does this refer to typical rubrics?
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      Hmmm. Using moodle there could be an on-line multiple choice test, a blog entry, and insightful forum posts. Would those be multiple assessment instruments?
  • instruments
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      Not everyone learns the same so this is a very important part of any teaching.
  • Aligns assessment with course objectives
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • April Tidwell
      April Tidwell on 21 May 11
       
      This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
  • interaction
    • April Tidwell
      April Tidwell on 21 May 11
       
      I'm amazed how kids seems to interact more on line then they will in class. I hosted a chat during a class period and kids that never raise their hand in class were contributing and even leading the discussion. I thing online learning helps this generation connect in a learning community.
  • age and ability level
    • Heather Gould
      Heather Gould on 21 May 11
       
      In the research I've read about age and ability level, I was surprised to learn that an instructor cannot assume that the young are tech savvy and older participants will struggle with technology. There is no research to support this, as sometimes just the opposite is the case.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • hollysoby
      hollysoby on 22 May 11
       
      I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
  • multiple assessment
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      In Math, choosing the appropriate resource is critical as it is in any course.
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This is going to be hard; knowing how to grade it? I hope there is a rubric that is easy to follow.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I want to be able to use the new information I learn in the this class and apply it to my library classes that I teach in the elementary.
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I plan to use the knowledge I gain from this class with my students.
  •  Is knowledgeable and has the ability to use  computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This could take a while for me; I'm still learning how to do this stuff let a lone plan, design, & incorporate. I can already see there will be a lot of trial & error this coming year
  • Iowa Core
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      There is so much to learn about the Iowa Core. I'm so glad there is a great deal of exposure within this class.
  • multiple intelligences
  • constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      All these theories will bring a better understanding to educators when it is worked into our vocabulary.
  • community
  • Tim Hadley on 22 May 11
     
    See title
Cindy Menendez

280 Slides - 0 views

280slides.com/Editor

m moodle_iowa

shared by Cindy Menendez on 30 Sep 11 - Cached
  • Cindy Menendez on 30 Sep 11
     
    Make powerpoint presentations with video embedded and share with others. Store in the cloud!
  • Cindy Menendez on 30 Sep 11
     
    Oh, this is sooooo neat! If you are disappointed with the lack of sophistication of google presentations (on google docs), you have to check out 280 Slides! I haven't used it, but it looks like it provides high quality themes and you can easily embed videos!
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

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

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