ollie1: Iowa Online Teaching Standards - 0 views
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Monte DeArmoun on 17 May 11This 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.
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Deon Wingert on 17 May 11I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
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Tim Hadley on 22 May 11Plus.... no papers to carry home!
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Has experienced online learning from the perspective of a student
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If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
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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.
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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.
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Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
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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.
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I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
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We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
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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.
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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.
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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.
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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)
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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.
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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.
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1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
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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)
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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.
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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?
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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!
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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.
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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.
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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.
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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.
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Again, moderation in all things is key for learning and building relationships.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
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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.
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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!
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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.
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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?
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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.
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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!
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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...
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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.
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• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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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.
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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.
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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......
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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.
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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.
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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.
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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.
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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This could be difficult for an animated personality, where actions speak as loud as words.
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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.
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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.
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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.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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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)
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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.
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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.
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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.
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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
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Selects and uses technologies appropriate to the content that enhance learning
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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.
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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.
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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.
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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". :)
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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.
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I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
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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.
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Sets and models clear expectations for appropriate behavior and proper interaction
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ensure academic integrity
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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!
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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.
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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.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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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.
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Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
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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.
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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Assists students with technology used in the course
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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.
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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.
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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.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
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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.
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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.
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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.
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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.
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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??
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
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Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
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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.
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informs student of their rights to privacy and the conditions under which their work may be shared with others
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Maintains an online social presence that is a
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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?
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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!!
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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.
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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.
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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)
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Communicates with students effectively and consistently
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Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
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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.
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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.
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encourages collaboration
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including student-teacher, student-student, and student-content
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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.
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including rubrics for student performances and participation
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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.
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Utilizes a course evaluation and student feedback data to improve the course
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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)
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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.
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• 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)
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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.
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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.
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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.
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Knows and aligns instruction to the achievement goals
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Provides substantive, timely, and constructive feedback to students
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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.
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Timely feed back is very important. It allows students to grow with direction.
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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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
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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!
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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! : )
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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.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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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.
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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'.
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appropriate for online learning
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instruments
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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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
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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.
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interaction
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age and ability level
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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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.
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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."
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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)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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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.
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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.
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Applies research, knowledge, and skills from professional growth to improve practice
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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)
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Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
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Iowa Core
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constructivism, behaviorism, cognitivism, connectivism, and group theory