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Aryn Kruse

Working with Parents - 0 views

www.educationoasis.com/...working_with_parents.htm

shared by Aryn Kruse on 18 Jul 11 - Cached
  • Teacher outreach efforts to parents most typically include writing a newsletter or inviting parents into the classroom. Calling parents with good news about a child's progress also strengthens the teacher-parent relationship. Home visits, done either before or after the school years starts, can also be extremely valuable. These visits can improve significantly the relationship between teachers and parents. "From the very beginning, I knew the importance of soliciting help from parents," says Julie Gutierrez (Richardson, Texas). "I sent a weekly newsletter home explaining our week's worth of activities, and in it, I gave ideas for working with the children. Conferences and phone calls also served as wonderful opportunities for me to get parents involved. Periodically, I sent papers explaining developmental stages of reading and writing so that parents might gauge their child's progress and look forward to the next step. It's amazing how quickly a child can achieve mastery when the support of a parent is present."
    • Aryn Kruse
      Aryn Kruse on 18 Jul 11
       
      What are your strategies for connecting with parents?
  • earn their trust
    • Aryn Kruse
      Aryn Kruse on 18 Jul 11
       
      What strategies do you use to build trusting relationships with families
  • Show support for learning at home Communicate positive feedback about a teacher's influence or performance Welcome new teachers Volunteer to help in the classroom Support fair discipline measures that teachers impose Refrain from assuming the worst about first-year teachers See that children do their homework Offer the workplace for a field trip when appropriate Talk to a teacher directly about a problem; and Become active partners in education
  • ...2 more annotations...
  • Contact parents early on and before a problem occurs, particularly when there's good news to report Consider writing a weekly newsletter or report on classroom learning and activities Invite parents to come into the classroom and assign them tasks if they are willing Involve them in reading groups and remedial assistance when possible, being aware that all parents may not read or write English Let parents know how they can reinforce classroom learning at home; consider asking them to sign a contract requiring them to make children complete homework and other home learning activities Visit families in their homes if possible to see firsthand how well learning is supported there Address parents' concerns head on. If you are taking a pedagogical approach that raises questions, work to show parents the benefits of your methods and explain your reasoning to them; and Hold a parent meeting the first month of the school year in which you talk about your expectations for student achievement and behavior, leave time for questions, and if you don't know the answer promise to call soon with one.
  • Look to Parents to...
    • Aryn Kruse
      Aryn Kruse on 18 Jul 11
       
      These tips were created from the lens of working with families inside a school building (school-aged populations). What additions or modifications would you apply to early intervention?
marydermit

PLE Articles - 2 views

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

shared by marydermit on 16 Jul 15 - No Cached
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • moodyh
      moodyh on 16 Jul 15
       
      This is the part that I get stuck on.  Many students are either not mature enough for this yet or have been so put off by school that they think there is no educational topic that interests them.  In a more one-on-one environment, like my alt school, I can usually find something to interest them and get them going.  However, in a traditional school setting, where I see students only for an hour each day for only 60 days, and so many of them, it's hard to work with each student one-on-one to get them motivated.  I think all the comments that the whole school would have to shift (rather than just one classroom) makes sense because the students would have to learn how to deal with this new level of responsibility.  60 hours with one teacher just won't get that accomplished, no matter how phenomenal the teacher is.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I definitely agree with you on this. Since I teach freshmen, I feel like a lot of time is teaching them just how to be good citizens (at school, at home, in the community, and in the world)! I only see them for 45 minutes each day, but I do see them all year. I would really like to implement a more personalized learning environment for them, but I know it's going to be an up-hill climb all of the way!
    • alissahansen
      alissahansen on 16 Jul 15
       
      Last comment by Alissa Hansen.
    • edamisch
      edamisch on 17 Jul 15
       
      This would be a challenge for me as well, since I only have my 6th graders for 9 weeks per school year, and my 7th and 8th graders for 7 weeks per school year! 
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Being a teacher in an alternative program, most of my students just want to be done with school as quick as possible. They are so tired of playing the game of school. I must admit, unfortunately, that I may feed that "get-done-with-school-as-soon-as-possible" mentality by pushing students to stay on track or get ahead of the game. However, if the student becomes the driver in their own learning then maybe they will be more motivated. As educators, we need to tap into the "What's in if for me?" mindset that many students have. Find an interest of the students and build their learning environment around that interest. Much easier said than done.
    • dwefel
      dwefel on 18 Jul 15
       
      I agree with this. I also think that parents need to be aware of what teachers are doing as well. A high school teacher at my former school put everything on Twitter and one parent did not want her 15 year old daughter to have a Twitter account. Something to always think about and be ready to have alternative ways to do assignments or simply make it a requirement.
  • professionalism is far more about the effective manipulation– access, evaluation, & applicatio
    • moodyh
      moodyh on 16 Jul 15
       
      This seems to be a recurring theme as well.  Getting students ready for the "real world" isn't so much about making sure they know lots of details about every subject area, but making sure they could find and understand any detail in any subject area that they will need.  The goal of education seems less about passing on information as teaching students how to organize and understand the over-abundance of it.  How then do we balance this with the extreme focus on core-curriculum?  Finding a balance is the challenge.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, it seems there needs to be instruction on how to gather/organize the information and reliable sources, and then instruction on using it.  While the end result is positive, it will take time to jump start students in their own PLE.
  • Symbaloo has created a version of the platform specifically for educators
    • moodyh
      moodyh on 16 Jul 15
       
      We got introduced to Symbaloo at school this year, although I might check into the EDU version.  I got logged in and played for a few minutes, but never had the time to develop something usable because as a district we were on to something different.  I like that our district provides us with many topics and learning opportunities, but I wish that I had more time to focus on one thing.  I think this is probably what it's like for students.  They get exposed to so much, but they need help organizing it and time to explore.  
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, Symballoo seems like more than one day of PD.  I haven't started my own yet, but I think it will take time to get a handle on the lingo as well as using the tools within the website.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I agree as teachers we would need to be taught or have time to explore this site and learn how to exactly model it appropriately to our grade level. I would love to see how other teachers use this and model it in their classrooms too. 
    • edamisch
      edamisch on 17 Jul 15
       
      I can relate to this feeling, whenever I attend a conference, I learn so much that I need a day or two afterwards to just process and create the new games and activities that I've found, but it is always straight back to teaching. 
    • moodyh
      moodyh on 18 Jul 15
       
      Some teacher as my school went to a conference this year and actually talked administration into another professional development day where they could just process all of their information.  It was pretty cool.
  • ...37 more annotations...
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      We have 1-on-1 technology in our district, which is ideal for PLEs.  However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy.  It is tougher to monitor the smartphone.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Autonomy is a great concern for me.  With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology?  At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account.  What will take time for me is learning all the lingo attached to Symballoo!
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      What is aggregator?
    • alissahansen
      alissahansen on 16 Jul 15
       
      I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit.  I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.
    • edamisch
      edamisch on 17 Jul 15
       
      Choice can be such a motivator for students, we all have our strengths and weaknesses! 
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized? 
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.
  • The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students
    • alissahansen
      alissahansen on 16 Jul 15
       
      I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of a daily log in for updates.  I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • alissahansen
      alissahansen on 16 Jul 15
       
      Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)
    • alissahansen
      alissahansen on 16 Jul 15
       
      I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)
  • A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources
    • alissahansen
      alissahansen on 16 Jul 15
       
      I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!
  • method students use to organize their self-directed online learning
    • spfantz
      spfantz on 17 Jul 15
       
      I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....
  • attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • spfantz
      spfantz on 17 Jul 15
       
      I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.
    • jroffman
      jroffman on 17 Jul 15
       
      I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      I like this concept, I think it is easier to do in a classroom that is content specific.  I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas.  At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.  
    • moodyh
      moodyh on 18 Jul 15
       
      That's interesting.  I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing.  The environment is really suited for it.
  • subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • spfantz
      spfantz on 17 Jul 15
       
      Subscribing to news feeds and blogs would be a great technique to compare and contrast views related to the students' topics of interest. This could be difficult for the teacher to monitor, digo might be a great way to track this!
    • jroffman
      jroffman on 17 Jul 15
       
      This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone. 
    • edamisch
      edamisch on 17 Jul 15
       
      Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.  
    • nwhipple
      nwhipple on 20 Jul 15
       
      Having your students be more independent is wonderful.  This past year I did less large group instruction and more small groups.  I taught my kindergarten students "Ask 3 before me".  They had to ask 3 people for help or what we were doing before coming to me.  When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?".  If they didn't, they would just turn around and go find something.  This is a start for having your students become more independent.  BY creating a PLE for young students, they feel more in control of their learning too.  If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".  
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • jroffman
      jroffman on 17 Jul 15
       
      I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies. 
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it? 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin.  I think they tend to be out of touch with the possibilities and fear the unknown.   It would be great to use Facebook for connecting with parents and students.  The alternative given to us is Canvas in which parents have access to teachers.  But it isn't as easy or convenient as Facebook.  That is certainly one site I wish we could use at work.   I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them!  This appears to be the best way to create life-long learners!
    • edamisch
      edamisch on 17 Jul 15
       
      Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom.  If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know.  I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible.  I should probably get a separate teacher facebook page for things like this.  Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!  
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process
    • jroffman
      jroffman on 17 Jul 15
       
      by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.
  • Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other. 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, charts and lists make learning so much easier than paragraphs, at least for me. 
  • continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.  I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students.   In the meantime, I’ve created
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I like the idea of getting student feedback on technology and the use of different resources. You can really learn student interest and their honest opinions through surveys or different forms of feedback. 
  • It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place! 
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of having research available at one spot.  So many times when I ask a student where he/she found the information, it cannot be located.  I want to see projects with more detail.  
    • ascallon
      ascallon on 17 Jul 15
       
      I have a concern about distractions.  Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!  
    • marydermit
      marydermit on 22 Jul 15
       
      I have experienced the same issues with my high schools students.  I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."
  • “learning by doing” and “student as worker,”
    • ascallon
      ascallon on 17 Jul 15
       
      I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning.  How do I motivate them to go beyond bookwork to exploring topics?
    • moodyh
      moodyh on 18 Jul 15
       
      When you find the answer, please fill me in too!
    • nwhipple
      nwhipple on 20 Jul 15
       
      I feel this is a big struggle right now in our district.  Teachers are wanting their students to dig deep into a topic or their work.  Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom.  In my classroom, my students have a writing journal.  We write in this "special" journal once a week.  At the beginning of the year, I give them ideas to write about.  Some write while others will simply draw a picture because they don't know how to write.  By the middle of the year, every is writing something, whether it is a complete sentences or a few words.  I will give them a few choices to choose from or they can write about something they want to.  BY the end of the year, they know to take out their journals and write about anything they want.  I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.  
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      With my limited experience with Symbaloo, I agree with the fact that it does seem easy add and customize content.  I think my students would find this to be a helpful tool.  I also like the idea of encouraging students to use it for tracking both personal and school related information.  
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      This is a good reminder.  Students need to take on a more active role, but there is always a good balance.  It probably shouldn't be all one way or all another way.  
    • principalchris
      principalchris on 20 Jul 15
       
      How true!  It will be difficult for some students to lead their own learning.  They have been passive for so long it will be a shock to their systems.
  • a number of tiles to get you started,
    • edamisch
      edamisch on 17 Jul 15
       
      So like the apps that come with an iphone. 
    • principalchris
      principalchris on 20 Jul 15
       
      Just set up my account and can't wait to see what else I can add.  This is a great time saver.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I believe this is where the transformation must start, with good, consistent professional development. The key here is ensuring students are using the technology, whether that be a tablet, laptop, or smartphone, appropriately for learning.
    • marydermit
      marydermit on 22 Jul 15
       
      I very much agree the process must start with PD.  PD needs to be personalized. From a baby boomer perspective we need mini PD sessions for technology applications.  Otherwise I think there will be resistance from this age group because of limited tech skills. 
  • I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I can so relate to this comment. Finding time to explore and become comfortable with the vast array of tools avaiable is my biggest challenge. I get so caught up in the day-to-day management of 10+ students attending the alternative program (I am the only adult in the room with the students), I don't often have time to explore what's out there. Even when my admin and tech people pass along a list of resources, it is overwhelming to me. Much of my time is spent tracking down students, following up with parents, and documenting the events of the day.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I also feel overwhelmed by all of the technology that I "should" be learning about and using with my students. We spend a lot of PD time on technology and incorporating it into our classrooms, but I feel like we just get a quick overview of whatever program they want us to use at that time, and then we never really get time to explore it and develop ways to incorporate it into our teaching.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      I'm with you! There are so many cool resources and tech tools I want to learn and use...but actually finding the time to explore and implement is another story!
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      As a teacher in a one-room alternative program, I KNOW this to be true. I feel like the jack-of-all trades, master of none on many days. I see myself more as a manager and facilitator of their learning than the direct source.
    • dwefel
      dwefel on 18 Jul 15
       
      I always think this after I watch the history channel. I learn so much from the history channel and it is so much more interesting than listening to a lecture.
    • moodyh
      moodyh on 18 Jul 15
       
      I am in a one-teacher room as well, and while I try to keep up, there is now way to know it all.  Even in the traditional classroom where I teach personal finance, I feel unable to keep up with it all.  But it is hard to let go of the reigns when you have taught that way and everyone else around you teaches that way.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dwefel
      dwefel on 18 Jul 15
       
      This is exactly what educators are going for, to create life long learners. Using PLEs will create that. I am so excited to incorporate this in my classroom and help others do the same.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that we want students to become life-long learners! When students leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful. Giving students permission to learn about and engage with things they are passionate about can only lead to positive educational outcomes (with appropriate supports of course)!
  • For example, you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity.
    • dwefel
      dwefel on 18 Jul 15
       
      This sounds fun. I am looking forward to set up an account. I think kids would really like this. It is nice to have one place for everything.
  • students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!
    • principalchris
      principalchris on 20 Jul 15
       
      What a great idea!  When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search.  Maybe we could teach them responsibility again!
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!
  • personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!
    • marydermit
      marydermit on 22 Jul 15
       
      You are right!  If students do not get to practice this skills by doing then they will struggle when they enter the workforce. 
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!
    • katie50009
      katie50009 on 21 Jul 15
       
      I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.
  • The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      As someone completely new to this type of program, I really like the looks of it.  It appears friendly and seems to lend itself to some really great things.
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is really handy for parents as well.  I send them the link and they can access my web mix at home.  When I make an update, I alert parents via my shutterfly site.  Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals.  It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is so great because I can share this with parents and their child can access my game page at home.  If parents allow screen time at home, I feel that by providing this web mix to them to access will only benefit their child and help them learn and reinforce our learning in the classroom.  
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • principalchris
      principalchris on 20 Jul 15
       
      This is the comment many teachers were hoping to read.  I understand the hesitation to give students control of the learning environment, but is it working by controlling them?
    • marydermit
      marydermit on 22 Jul 15
       
      PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn.  I think it would be great to teach in a PLE.  
  • Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals. The idea for PLEs was born from the emergence of Web 2.0 tools and the ubiquity of technology in today’s society. Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available. These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • katie50009
      katie50009 on 21 Jul 15
       
      One of the key phrases here is "learning goals." I think we have to also explore how to help students define and establish learning goals for themselves. I am not sure they are always able to do this--at least in a way that is pushing and challenging what they already know or are able to do.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • katie50009
      katie50009 on 21 Jul 15
       
      I must remember that baby steps can get use to PLE for more students. It is overwhelming to think about changing the traditional model of education so many are used to until I read this line and take a deep breath. The sharing and conducting of "research" students are doing in individual leassons or units is a stgep in the right direction.
  • o horribly wrong if teachers fail to prepare students and set usage parameters.
    • katie50009
      katie50009 on 21 Jul 15
       
      I feel so much better reading this. I experienced this first hand. I thought my students were ready for the responsibility I was handing over; I thought I had set the "right" parameters, but, alas, the learning was not as rich as it could have been. In many cases, it turned out to be a huge waste of time. I still feel guilty about it. I guess the positive is that I am still trying to learn more about implementing PLE's effectively.
    • marydermit
      marydermit on 22 Jul 15
       
      Yes, it is a positive because you learned from the experience.  Now you know what worked and what needs to be revised.  
trgriffin1

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

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

shared by trgriffin1 on 12 Feb 18 - No Cached
  • Encourages student involvement and responsibility.
    • hansenn
      hansenn on 12 Feb 18
       
      I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
    • krcouch
      krcouch on 17 Feb 18
       
      Agreed. Students learn more and care more when they are in charge of your learning.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
    • hansenn
      hansenn on 12 Feb 18
       
      Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
  • Students feel ill equipped to undertake the assessment.
    • hansenn
      hansenn on 12 Feb 18
       
      You would have to teach students how to assess the work. I would work through an example with the class before having students grade others.
    • dassom
      dassom on 17 Feb 18
       
      I agree teaching the students wil help, also providing them with a checklist or specific things to look for would help with this.
  • ...90 more annotations...
  • shirking’ their responsibilities by having students undertaking peer assessments.
    • hansenn
      hansenn on 12 Feb 18
       
      The teacher would explain they are still going to grade the project, but the students are working together to improve the project before it is turned in for a grade.
  • It is considered fair by some students, because each student is judged on their own contribution.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the only way to assess group work, or you will have some students in the group not doing work. Sometimes you have where students do not let others participate.
  • When learners are mature, self-directed and motivated.
    • hansenn
      hansenn on 12 Feb 18
       
      This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
    • dykstras
      dykstras on 14 Feb 18
       
      Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that this can sometime be a challenge with adults as well!
    • carlarwall
      carlarwall on 19 Feb 18
       
      I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
    • hansenn
      hansenn on 12 Feb 18
       
      The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
    • dykstras
      dykstras on 14 Feb 18
       
      I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
    • blockerl
      blockerl on 17 Feb 18
       
      Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
  • determined that students involved in peer review perform better academically than peers graded only by their instructors
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
    • blockerl
      blockerl on 17 Feb 18
       
      I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
  • feedback from an instructor, or mentor that is qualified
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
    • blockerl
      blockerl on 17 Feb 18
       
      Yes! At least in high school, many students need the teacher to provide them with additional feedback.
  • review their own work with an eye for improvement
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      How do we as instructors help students to understand that revising or self-assessment is just a means towards improvement and not a step to be skipped or resisted?
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      Good to keep in mind.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Very true. As part of the modeling of peer review is to learn how to give constructive feedback that is not personal. Sometimes easier said than done!
  • Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • lisamsuya
      lisamsuya on 13 Feb 18
       
      It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
  • I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  • There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  • Encourages student involvement and responsibility.
    • jhazelton11
      jhazelton11 on 13 Feb 18
       
      This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  • Focuses on the development of student’s judgment skills.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have included self-assessment in the past, and find it interesting that many students score themselves lower than I would have done; they can be hard on themselves. I have also observed that they do reflect more on their own individual contribution to the overall group product.
  • Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think that the Netiquette that we cover during our online classes assists with this piece as well, and this is valuable for any age of learner. Examples can be provided as models for students which will assist them in understanding the expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the key point - clear expectations and consistency.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • leighbellville
      leighbellville on 14 Feb 18
       
      I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
  • Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • leighbellville
      leighbellville on 14 Feb 18
       
      Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
    • carlarwall
      carlarwall on 19 Feb 18
       
      Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
  • estimate what percentage of the work he or she contributed to the project
    • leighbellville
      leighbellville on 14 Feb 18
       
      I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
  • Portfolios
    • dykstras
      dykstras on 14 Feb 18
       
      This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Very few jobs require an individual to work alone these days. The ability to work in a group collaboratively is key! Teaching kids how to develop these skills early is essential. Evaluating group work FOR THE GOOD OF THE GROUP is such an important life skill I think!
  • Encourages students to reflect on their role and contribution to the process of the group work.
    • dykstras
      dykstras on 14 Feb 18
       
      Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
  • the quality of comments that he felt was lacking
    • dykstras
      dykstras on 14 Feb 18
       
      It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • bbraack
      bbraack on 15 Feb 18
       
      Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
    • srankin11
      srankin11 on 16 Feb 18
       
      I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • bbraack
      bbraack on 15 Feb 18
       
      When students take responsibility for their learning and metacognition, they are more likely to be motivated to learn and do more to understand what the learning is about.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
    • bbraack
      bbraack on 15 Feb 18
       
      Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
  • A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
    • bbraack
      bbraack on 15 Feb 18
       
      When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
  • Emphasize what students can do rather than what they cannot do
    • bbraack
      bbraack on 15 Feb 18
       
      When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
    • krcouch
      krcouch on 17 Feb 18
       
      I love when modeling occurs it really helps with understanding the assignment.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
    • dassom
      dassom on 17 Feb 18
       
      A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
  • One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 15 Feb 18
       
      This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
    • srankin11
      srankin11 on 16 Feb 18
       
      I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • srankin11
      srankin11 on 16 Feb 18
       
      It seems that we are always in a hurry and need to move on to the next learning target. I do believe it is important to take the time to self-assess and reflect on learning. It's also important for teachers to reflect and self-assess often.
  • The instructor models the technique (use of a checklist or rubric
    • srankin11
      srankin11 on 16 Feb 18
       
      For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
  • increase student responsibility and autonomy
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
    • jwalt15
      jwalt15 on 19 Feb 18
       
      I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • Mike Radue
      Mike Radue on 16 Feb 18
       
      What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • krcouch
      krcouch on 17 Feb 18
       
      I am a huge fan of self assessment and learning what your students know and may be struggling with.
  • Represent a student's progress over time
  • students are involved in developing the assessment process
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • blockerl
      blockerl on 17 Feb 18
       
      Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
    • carlarwall
      carlarwall on 19 Feb 18
       
      This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      A safe environment is crucial for all learners and increases the productivity in the learning curve.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I feel like the environment is something I have in place but I haven't built in the routine.
  • Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
    • blockerl
      blockerl on 17 Feb 18
       
      We always had to self assess our writing assignments in college, and it was a great time to be reflective of my learning and critical of my work. I need to get better at doing this for my students.
  • Agreed marking criteria
    • dassom
      dassom on 17 Feb 18
       
      By having an agreed criteria like a "checklist" everyone can be a expert in theory. It gives the student a task to complete in something they might not be familar with. Without set criteria your results may also be all over the board.
  • When operating successfully can reduce a lecturer's marking load.
    • dassom
      dassom on 17 Feb 18
       
      This seems like the obvious reason to add this step into the writing process. There some elements that students are going to catch but by adding the peer element they should be able to catch the "big mistakes" before it is turned in.
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks
  • with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
    • brarykat
      brarykat on 17 Feb 18
       
      I think this portion of the statement is crucial in facilitating student success with self or peer evaluation.  Assigning students to a partner or small groups and saying now discuss and evaluate is not productive.  Providing clear directives and expected outcomes creates the foundation.  Students then need to take the responsibility to complete the task in order for this to be successful.
  • Address improvement, effort, and achievement
    • brarykat
      brarykat on 17 Feb 18
       
      Test scores were the only way to gauge success when I was earning my college degree.  Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education.  Daily struggles. illness, and/or tragedies can impact results of a test.  I think portfolios are effective because they can show improvement, effort, and achievement over time.  Some school districts have portfolios that span the student's academic life K-12.  I think depending on the intent they represent the student better than a letter grade.  
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
  • students' progress, processes, and performance over time.
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
  • involve students in critical reflection
    • nickol11
      nickol11 on 17 Feb 18
       
      I feel that this is imperative for us to use to keep students thinking out side of the box and really honing in on other people's opinions or ideas.
  • rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
    • nickol11
      nickol11 on 17 Feb 18
       
      I completely agree with this aspect and really feel like it is a great habit to get into as a teacher as a mid-critique of self or peer evaluated work.This really just gives an opportunity to really push the student learning even further.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
    • nickol11
      nickol11 on 17 Feb 18
       
      I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
    • staudtt
      staudtt on 18 Feb 18
       
      I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
  • Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • brarykat
      brarykat on 17 Feb 18
       
      I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience.  Willing and productive participants benefit from this form of assessment.  
  • “They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
    • brarykat
      brarykat on 18 Feb 18
       
      This makes my educator's heart hurt.  What is happening to our children?  I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try.  Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure.  I'm an intrinsic learner.  My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes.  Slipping is a choice, but I want to continue to be the educator to help students rise above.
  • However this approach runs counter to the principles of individual accountability in group learning….
    • brarykat
      brarykat on 18 Feb 18
       
      I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher.  Group work usually produces at least one leader, followers and a few that lag or slack off.  In previous course we discussed ways to help all students be productive, effective members in a group assignment.  I found that information very helpful.  Useful in a classroom setting (face to face or online) as well as with colleagues.
  • this tool is not a constructive venue
    • brarykat
      brarykat on 18 Feb 18
       
      I would hope it is explained to the students if the instructor chooses to use this evaluation.  Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      This is also reflected in Hatti's effect size as it pertains to student goal setting.
    • tifinif
      tifinif on 20 Feb 18
       
      Our school is working on this right now. We have a rubric that we are trying to improve on. The specifics are layed out and we can see where we want to go and we know what we have to do to get there. No guessing.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Jen Van Fleet
      Jen Van Fleet on 18 Feb 18
       
      In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
    • carlarwall
      carlarwall on 19 Feb 18
       
      I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
    • tifinif
      tifinif on 20 Feb 18
       
      Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
  • take part ownership of this process.
    • Heather Whitman
      Heather Whitman on 18 Feb 18
       
      When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
  • Students will have a tendency to award everyone the same mark.
    • staudtt
      staudtt on 18 Feb 18
       
      This can be a major pitfall, especially if students work or peer assess friends. They don't want to bring down their peer or start and argument with a friend.
  • If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • staudtt
      staudtt on 18 Feb 18
       
      Becoming a facilitator is really the ultimate goal for student based learning. Students gain more ownership of the learning process and hopefully gain better understanding through their increased role in the process.
  • Before this class their self-assessment efforts were “relatively mindless.”
    • staudtt
      staudtt on 18 Feb 18
       
      What this reads like to me is that students need guidance and practice with self assessment before it can be effective or meaningful to them.
  • supports the aim of developing collaboration skills
  • hopelessly naïve to imagine them being able to look at anything beyond the desired grade
    • Heather Whitman
      Heather Whitman on 19 Feb 18
       
      This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
  • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • jwalt15
      jwalt15 on 19 Feb 18
       
      A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
  • Learners have a developed set of communication skills.
    • jwalt15
      jwalt15 on 20 Feb 18
       
      Communications skills are very important in any situation. That is why it is so difficult yet important to start teaching communication skills at an early age. The more self and peer evaluating that students do will only help them develop their communication skills.
  • internalize the characteristics of quality work is by evaluating the work of their peers
    • tifinif
      tifinif on 20 Feb 18
       
      I think this would be a great way for students to reflect on their own work, if comparing the same assignment. It would also spur them to go and edit or re-do some of their work to improve.
  • they need to be taught strategies for self monitoring and self assessment
    • tifinif
      tifinif on 20 Feb 18
       
      I think we all need to learn more of how to be better at monitoring self assessment. What strategies can we give teachers to help them, help students?
  • Engage students in establishing ongoing learning goals and assessing their progress towards those goals
    • tifinif
      tifinif on 20 Feb 18
       
      Using this in data notebooks at our school. kids write the goal and then track thier progress daily/weekly/monthly. It's an easy reminder of what they are working towards.
    • emmeyer
      emmeyer on 21 Feb 18
       
      This is an important key in order to allow students to see their growth!
  • students must have a clear understanding of what they are to look for in their peers' work.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I agree that students need that clear understanding and it is necessary for the teachers to be clear with their expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the hard part about peer assessment - I don't think I have ever done a good job of helping them know how to give feedback.
  • rubrics or checklists to guide their assessments
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Rubrics and checklists can be beneficial for students. In the next sentence it talks about student making their own rubric. I agree with Kim that that increases the DOK level when students create their own rubric.
  • become more comfortable with each other and leads to better peer feedback.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to allow for ample opportunities to provide feedback and teachers need to give feedback to the students' feedback so they know what to improve on. The more they do so the better the peer feedback will be.
  • students step back from the learning process to think about their language learning strategies and their progress as language learners.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is always a strategy to improve student learning when they are aware of their learning. Metacognition is very important in education.
  • broader self-assessment tools
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am curious and will research what are broader self-assessment tools that can be used for students.
  • Link teaching and assessment to learning
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      This is important for students to understand there is a connection between the learning and assessment. This makes the learning process more effective for the students.
  • Provides more relevant feedback to students as it is generated by their peers.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need relevant feedback to grow in their learning.
  • students assess their own contribution
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Self-reflection is beneficial for all learners young and old. It is good for use to do in life.
  • little exposure to different forms of assessment
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Teachers need to be aware of this and give the students exposure to different forms of assessment. This also gives more opportunity for self-reflection as was mentioned in the previous article.
  • guidelines were clearly outlined as to how to grade
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I would agree that the guidelines need to be clearly outlined on how to grade the essays. This is crucial for the grader and receiver of the grade.
  • Where credit is not granted.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I don't know if I agree with this one. Credit can be given if the teacher is overseeing the grading and reflective on the assignment too.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      Students need multiple opportunities to grow in this practice to benefit from it.
  • tool I suggest for evaluating the completed team project itself
    • stephlindmark
      stephlindmark on 20 Feb 18
       
      I am glad to see that the rubric is a tool that is suggested for evaluation of a team project. I would like to see this used and even take it a step further and have the group create the rubric. This would deepen their learning and understanding.
  • student participates
    • emmeyer
      emmeyer on 21 Feb 18
       
      Making sure that the student participates in the portfolio is key to having an effective portfolio. They need to take ownership.
  • rubrics
    • emmeyer
      emmeyer on 21 Feb 18
       
      Using rubrics to asses performance is a great way for students to see where they fall and where they need to go next.
  • aware of their learning
    • emmeyer
      emmeyer on 21 Feb 18
       
      When Students are aware of their learning, they are more aware of how they need to improve and what they need to do.
  • Preparing students for self or peer assessment
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this is the most important part of this article - creating a culture and routines where this can happen.
  • The Loafers and Others
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this goes back to the last article - this is based on a creating the culture and routines. These issues arise if you don't have those things.
  • the ability to self-assess skills and completed work is important
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think this comes from developing a growth mindset and clear expectations and routine.
  • feedback for oneself from oneself
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      This takes a lot of maturity and practice.
  • self-assessment need not necessarily be about self-grading
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      The growth that can come from open minded, honest assessment instead of a focus on grades can be huge. This takes a lot of practice for students who are trained on letter grades.
  • what are we evaluating and why?
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think many teachers don't reflect on this question enough. Assessing is a synonym for grading for most people - and you give grades because it is the end of the chapter or unit and not to provide feedback.
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • trgriffin1
      trgriffin1 on 21 Feb 18
       
      I think every assessment needs these elements - students need to know what to expect and how they are progressing towards those expectations.
bakersusan

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

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

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

ollie4: Educational Leadership: The Quest for Quality - 5 views

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

shared by lisa rasmussen on 25 Sep 11 - No Cached
  • Five keys to assessment quality provide the larger picture
    • Maryann Angeroth
      Maryann Angeroth on 25 Sep 11
       
      The Clear Purpose paragraph resonated with me since I just finished reading an article in Education Leadership called Know Your Target. It is all about knowing the purpose and sharing that with students and how student achievement goes up as a result.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree with you that it is important to give the students a clear idea of the purpose of the lesson and how it would impact their life or daily skills.
  • Five keys to assessment quality provide the larger picture into which our multiple measures must fit
  • Are results communicated in time to inform the intended decisions
    • Maryann Angeroth
      Maryann Angeroth on 26 Sep 11
       
      One of the "What Works in the Classroom" strategies from Marzano is: Setting objectives and providing feedback. Research shows that giving feedback improves student achievement. This statement about results being communicated in time to inform the intended decisions reminds me of the Marzano work.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I have seen positive results in my own classroom when I have provided feedback in a timely manner that is directly to the specifics that were taught.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      This is one of the benefits of educational games if they are created well... instant feedback and another level to conquer!
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Did you read Evan's blog about gaming? I was interested in his perspective to making it synonomus with using literature to teach content.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I completely agree! I have around 600 kids and try my best to comment more than just "good job" but with meaty feedback for my older kids in 3rd, 4th, and 5th grade and I've seen many kids work and rework their challenges out until they get it. It shows the kids they're not just a number. :)
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Teachers are becoming more data driven than ever before.  Teachers will need to have a condensed curriculum if they want to provide enrichment opportunities in their classroom.  Currently, there is not enough time within the school year for teachers to assess, analyze, and enrich for each and every child unless some of the content they are expected to teach is removed.  This is a situation where it looks great on paper but right now doesn't work in the classroom.  If we really are stressing Quality than quantity needs to be reduced. 
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      The time factor and choosing the right assessments is a daily struggle for teaching. I wish that there was more time in the day, week, month to evaluate past assessments and determine the effectiveness of them.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I agree with all your comments on the value of feedback. That's what I really like about some of the online assessments I've seen - kids get the feedback right away and then are pointed to extra help or a different type of explanation if they need it.
  • ...42 more annotations...
  • Who will use the results to inform what decisions?
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      and...is there already and assessment in place that give you this information? Do I need to duplicate? Not only is the why important, but also the what-does it get to what I need to know for future instruction?
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Your last statement is very importatn, Barb! That question should be asked prior to giving each assessment--how will this help my students and how will this help me to change my instruction to help my students.
  • four categories of learning targets
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      I hadn't seen LT' broken down this way before.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Neither have I seen this breakdown! Worth sharing with teachers.
    • linda vann
      linda vann on 28 Sep 11
       
      I love this! What an easy, direct guide to clarifying learning targets!
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins actually has 5 targets, which includes dispositional targets
  • which assessment methods are most likely to produce accurate results for different learning targets.
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      It's always about working smarter, not harder and this leads us toward that.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I agree--and I really like this chart! It really helped to enhance my understanding of this information.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      The chart is very helpful. I like how it shows that perfomance assessments aren't always the best, it depends on what you are assessing. I am glad selected response is still acceptable for knowledge mastery.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      I am always looking for "filters" that I can use when developing a course. This is a great filter when reviewing the assessments used in the course.
  • more assessments
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      If the additional assessments were mostly formative, I do believe that we would be more accurately estimating student achievement.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      And...if those formative assessments are linked directly to the learning of the skill, it wouldn't take time away from the learning to assess.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Currently I think the students feel like they are being assessed all day long.  Think about how many classes they have in a day.  If those teachers are being asked to provide data showing progress/mastery in each of their subject areas they will be overwhelmed with assessments.  A balance is key but at the same time we need to think about our students and think about what it might be like to be assessed this much.
    • linda vann
      linda vann on 28 Sep 11
       
      Balance being the operative word here...assessment for assessment sake is not time efficient or effective. Assessment for adjusting instruction is highly valuable.
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I think more assessments can help teachers estimcate student achievement, but only if it is not taking away teaching time. We need to assess in ways that don't interupt class time. I know there are times that I have had to spend assessing my students when I felt I could of been giving them more by teaching....
  • The 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.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Clear learning targets are so important--and so often not understood by teachers. I still work with so many teachers who don't question learning targets, as they just go from page to page in the textbook and teach what is next regardless if students already know the information or would need background knowledge in order to understand the concepts.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      So often we assess and we truly don't know what our learning targets were. Often our assessment doesn't even match what we thought our learning targets were.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree that many of us do not take the time or effort to evaluate if the assessments actually measure what we are teaching in the classroom.
    • linda vann
      linda vann on 28 Sep 11
       
      The alignment between curriculum, instruction, and assessment is critical. If we don't take the time to clarify our intended outcomes, how can we expect students to perform to expectations?
  • Or, you can highlight the phrases on the rubric that describe the hypothesis's strengths and areas for improvement and return the rubric with the work.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      In the first class I took towards my Master's in Educational Technology, the professor did this--not just for our assignments, but also for our participation in our forums. Since then, I have "borrowed" this strategy for my own students. It definitely encouraged me to work on improving my responses in the weekly forums!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Might we be suggesting the end of grades and the beginning of standards based assessment?  How would that affect colleges and universities?  Would they be willing to accept a student who met all the standards at a school over a student who got a 4.0?
    • Judy Sweetman
      Judy Sweetman on 01 Oct 11
       
      I think it depends on the discipline. Art and graphic design--and perhaps music--are probably going to be much farther ahead here. Students have to prepare portfolios of their work and that is what is looked at, at least at Morningside College. They also look at GPA, but there is more weight put on the portfolio.
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      More and more former students are telling me they needed to submit a portfolio of past work for colleges. Whether it be for scholaraships or acceptance into a certain program.
  • assessment literate
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm finding the sessions I've attended in Des Moines by Margaret Heritage to be very helpful in understanding what "assessment literate" means!
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      That is a term I've not heard before. It makes sense, however. Data used inappropriately can have disastrous results.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      The state will need to spend a lot of money and time training teachers how to assess, use the data, and enrich students.  As my district begins its transition into this new data-driven age, I am noticing more and more teachers struggling to analyze data.  They are also struggling to find enough time to check assessments, analyze data, and provide meaningful enrichment activities to help students reach proficiency. 
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins has a great plan to move a district and a school toward assessment literacy. He calls it the 7 actions for school leaders.
  • four assessment methods (selected-response, extended written response, performance assessment, and personal communication
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm not sure I've seen these four assessment methods listed like this. This is good information to have and to help in creating assessments.
    • lisa rasmussen
      lisa rasmussen on 18 Oct 11
       
      I have used all of these methods in my art class room, but not on a regular basis. Our 4th grade assessment assignment includes two methods. Students answer a written test with true/false and multiple choice answers to identify concepts the children know. Students make a drawing of a landscape and then go pack to paint the landscape. Teachers keep wanting to add the personal communication componant where the students discuss the choices they made in their landscape painting.
  • Do the results provide clear direction for what to do next?
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Selecting the best assessment method makes a difference. If we are using the data to guide our instruction, it's imperative we use the right assessment tool.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I agree, Pam! So is ITBS or ITED ever the "right assessment tool"? Can they truly reflect the intended learning?
    • Nathan Fredericks
      Nathan Fredericks on 29 Sep 11
       
      We are told at my school that, at minimum, they are going to be better than what they were as the ITEDs are now supposed to be aligned with the Common/Iowa Core. We shall see how this will end up.
    • David Olson
      David Olson on 02 Oct 11
       
      We are so messed up on our standardized tests when it comes to 21st century skills and their measurement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      So much seems to be a matter of alignment. A misalignment between assessment method and intended learning leads to inaccuracy of results.
  • What decisions will the assessment inform?
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      The following paragraph highlights the way formative assessments should guide our instruction. Changes may not be immediate, but they certainly provide a way to plan for the future.
  • Use SAT scores to determine instructional effectiveness
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Just a sidebar....could this mean we need to be very careful when we use ITBS scores to measure teacher effectiveness?
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Oh, yeah!!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Why doesn't NCLB consider the many other "X" factors that could influence ITBS scores when they make the SINA list or use data like this to determine teacher pay?  Great on paper but not in practice.
  • For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward. 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.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      I am going to play devil's advocate here.....how can we motivate students to take action in order to promote learning if that is not within their goals? I agree that descriptive feedback linked to targets will give more meaning to the assessment, but in all reality, don't we often deal with students who can't see the reason for the writing?
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Why do you think that is? How many K-2 students are not excited about coming to school and learning? What happens that kills thier love and devotion to learning?
    • linda vann
      linda vann on 28 Sep 11
       
      Do you see this attitude of "this doesn't fit my goals/needs" as more prevalent at the secondary level or the elementary level? I know I have seen this with adult learners until they understand they tune to WII-FM (What In It For Me?). Once they do, then the learning "takes off" like gangbusters when provided the specific type of feedback described here.
  • Teachers should design the assessment so students can use the results to self-assess and set goals. A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      Self-assessment is a vital step in setting personal goals. How many of our students have actually been asked to look deeply into their skill set? Would many students willingly "communicate their status to others?" Hmmmmm
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I think this is a great reason why students should have input into what is being assessed in a rubric... what is important and how will you know what you know?
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Well-designed rubrics not only set targets but also help students monitor their progress. It has been my experience that middle school students are quite honest and perceptive in self-evaluations when "communicate their status to others" means sharing the self-assessment exclusively with me (their instructor) or with me and their parents or guardians.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students would need to be guided through self-assessment at first.
  • data from these assessments
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      It's all about data!! "What does the data say...?"
    • linda vann
      linda vann on 28 Sep 11
       
      The caution about data is using it appropriately. It is an intensely powerful tool if used to make decisions about instruction and assessment. The more data, the better!
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      The more data, the better....this makes sense to me. We need to make sure we are using the right data in making decisions; making decisions based upon poor or incomplete data leads to poor decisions. Here lies another challenge...it sometimes seems like we are "drowning in data." How do we choose the data we use?
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      It seems obvious...the data you get from assessing should show you what your students are learning and what you need to work on more. I like your comment Cheryl...it does seem like sometimes I have more data than I know how to organize or what to do with it!
  • Assess learning targets requiring the "doing" of science with a multiple-choice tes
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I've seen this many times - the assessment doesn't fit the learning expectations.
  • meeting student, teacher, and district information needs
  • a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • linda vann
      linda vann on 28 Sep 11
       
      Or expect that decisions regarding eligibility for special education is based on diagnostic assessments alone!
  • Using misinformation
  • his means that teachers need to write learning targets in terms that students will understand.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Parent involvement is an important component when children are young. Parents help a child budget time. If they are not aware of what the child is involved in, or needs to set aside time for, then the child will not accomplish much. parents also need to be able to understand the terms involved and the intended outcome.
  • all assessment users have access to the data
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      Our art department currently grades all children, but only assesses 4th grade students with a February drawing, painting, and multiple choice test. Children and Parents should have an idea before then about how their child is picking up one the curriculum.
  • From that foundation
  • groups of students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our distirct is really focused on SES and IEP students since that is where our lowest ITED scores are.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      We would have to add African-American in our district in addition to SES and IEP.
  • unprecedented overflow of testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our department had to create a math assessment that would test what the average 10th grader should know. Then we were told the test should be about what all 10th graders should know. We have spent countless hours debating, rewriting and trying to come up with methods on how to help our students that are not proficient on the test.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Today on the radio, I hear Jason Glass say that all 11th graders need to take the ACT and the state needs to help pay for this. I don't think I agree with adding another required assessment for our students...I do agree we need to provide a rigorous curriculum for our secondary students, but do they need to demonstrate their knowledge by taking the ACT??
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      In response to Deena, I have struggled as the leader of the curriculum and assesment efforts on WHAT to ask people to do. I have hesitated developing any local assessments due to the movement from local standards...to Iowa Core and not the common core. Hope we have stopped changing because up to now it has been a moving target!
  • In math
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      This is the first time I have actually seen a math example when discussing assessment. Usually the examples I see are for english or social studies.
    • Jean Van Gilder
      Jean Van Gilder on 03 Oct 11
       
      knowledge targets work pretty well in mathematics!
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Thus the term "assessment FOR learning." The intent is to provide guidance for improvement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      It's amazing the number of assessments that I have received in my formal learning that involved only a grade or pass/fail. It makes me wonder if I retained very much from those learning opportunities.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication.
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Wouldn't matching method of assessment to method of practice be a consideration?
  • which require students to use their knowledge to reason and problem solve
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      This is an area that I am currently working on. I am trying to come up with more projects so that students can apply what they are learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      When I took my first college stat class, I could follow the directions just fine and get the right answer, but I had no idea why we were using the particular statistic or what it actually meant. When I asked my stat lab instructor, he looked up my grade and said, "What do you care, you're getting an A." I cared because I wanted to know how to use the stuff, not just get through the class!
  • What information do the decision makers need
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      This paragraph makes a distinction between decision makers that we might forget when edited our assessments. There is a definite difference in level and approach between classroom and school or community assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Agreed. I think not recognizing that distinction can lead to misuse of the data. For example, a school or community use of classroom level data when they don't know the circumstances or environment under which the data is collected can lead to some inappropriate conclusions.
  • use of clear curriculum maps for each standard
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      Although time consuming, the importance of curriculum maps becomes clear when writing essential questions and revisiting the teaching strategies we use to improve student learning.
  • instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Jessica White
      Jessica White on 02 Oct 11
       
      This is our hope as educators. I truly hope that the valuable time spent testing will return dividends.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I find the information gathered to be very useful to my teaching, and to the students and parents.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
  • provide information about student progress not typically available from student information systems
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Time involved is major...classroom teachers will tell you it is very labor intensive.
  • high-stakes tests were common in schools
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      Seems like the public would say this isn't true. They would believe that there was no accountability before NCLB.
  • if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      At muy school our science assessment is of this variety with both extended response and multiple choice answers for teh questions asked.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree that a variety should be used in accurate assessment. Students respond differently to different assesment methods. Some students have a very anxious response to timed tests, or written tests, but may do fine in showing their knowledge on multiple choice or matching.
  • Students learn best when they monitor and take responsibility for their own learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Best parent teacher conference I ever attended was a student-led one for my 5th grader. Each student built their portfolio and was in charge of explaning it to their parents. Most honesty and responsibility I've ever seen in kids!
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I have been to the same kind of Open House led by students in the class. It really gives the students ownership to what happens in that classroom.
  • to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      Multiple measures have been used for years to establish whether assessments are valid. Very important to note that if the measures are not valid, multiple measures do not indicate validity.
  • For example, suppose we are preparing to teach 7th graders how to make inferences. After defining inference as "a conclusion drawn from the information available," we might put the learning target in student-friendly language: "I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion." If we were working with 2nd graders, the student-friendly language might look like this: "I can make good inferences. This means I can make a guess that is based on clues."
  • Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I believe we are OK at reviewing materials with a "traditional" sense of bias but when it comes to cultural sensitivity...I'm not sure my district has a handle on the work.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I agree. Some cultural sensitivity can't be easily understood by other people. I've been surprised often by what kids say about the way their family opperates.
  • What are the essential assessment conditions?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      When we do our annual assessment for 4th grade artists effort is made to provide clear instructions and visuals, with the same materials available to all teachers. The other factors that enter into a student's performance vary widely. Some teachers deliver the test in their own art room, others in the classroom because they teach there. There are many factors that affect performance.
  • No Child Left Behind
  • The assessor must plan to manage information from the assessment appropriately and report it in ways that will meet the needs of the intended users,
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      i would assume this would mean that information should be shared in user-friendly language for parents and students, and be shared in a timely fashion.
  • Kevin McColley on 28 Sep 11
     
    Different assessment methods chart
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.
    • Bev Berns
      Bev Berns 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.
    • Bev Berns
      Bev Berns 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
    • Bev Berns
      Bev Berns 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?
jessicamotto

PLE Articles - 0 views

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

shared by jessicamotto on 17 Feb 18 - No Cached
  • As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • agoeser
      agoeser on 17 Feb 18
       
      I'm curious as to how many teachers are on board to incorporate this into their lesson. Are teachers embracing this or seeing it as a lot of work for them to get it structured?
    • crystalseier
      crystalseier on 18 Feb 18
       
      I think many teachers are nervous about handing over all of the responsibility of learning to students and computers, but I think technology is best utilized when paired with what is already happening in an engaging student-centered classroom.
  • Students loved the ability to personalize their Netvibes portals (themes, templates, layouts) as well as the pre-existing widgets available in Netvibes; they also liked that they could pretty much embed any kind of content in a way that the content really lived on their pages.
    • agoeser
      agoeser on 17 Feb 18
       
      I could see why this would really appeal to a student. If you have to read a book that is basically all beige, it becomes boring real quick. If a student is able to take technology and use the colors they like, put in the themes that interest them, I could see why students would want to engage in learning. They created something that they are interested in. From there, the sky is the limit!
  • students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • agoeser
      agoeser on 17 Feb 18
       
      Is anyone else concerned that students seem to be always plugged in? Between computers, cell phones, iPads, video games, etc, kids/teens are always staring at a screen. Any concerns?
    • christopherrush
      christopherrush on 19 Feb 18
       
      That is a concern I have as well. We seem to lament the fact kids just get together and scroll on their phones at restaurants or whatever, but somehow it is okay for the classroom now? I'm confused by that as well.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I also have concerns regarding student's technology use. I teach first grade and I have seen a huge change in students' social an coping skills that I think is due in part to constant technology use. My students who are nearly "addicted" to technology have the most difficulty. I think it is important to remember that kids/ people still need human interaction.
  • ...22 more annotations...
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process. Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • agoeser
      agoeser on 17 Feb 18
       
      After reading this article, it got me wondering about two things...in the future, will some students be able to stay at home a few days of the week instead of going to school? Also, if a teacher implements this and calls in sick, is there a need for a sub? Think of the money a school could save on subs.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      I agree, what is the need of school or classrooms if this can all be done on computers at the student's own pace?
    • bennettfr
      bennettfr on 18 Feb 18
       
      I think an important aspect of the educational system isn't just learning information, but also about learning to socialize, how to make friends, how to get along with others. I don't think you can teach those skills without face to face interactions. Maybe those skills could be taught by other means, but also parents need/want their children to go to school, so they don't have to pay someone to take care of them, while they work.
    • mriniker
      mriniker on 20 Feb 18
       
      I think teaching them to be self-directed in their learning is important. This is a life skill. We want an autonomous learning environment but also our students to have a growth mindset, be gritty. It is about finding a balance but teacher guidance is still necessary, we are an important part of their support.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      While computerized learning programs do offer great opportunities for students, I don't think teachers can ever be eliminated from teaching/ learning. Not all skills lend themselves well to computerized learning. Also, students need multiple experiences with material to fully master and for the students that need interaction to learn, computers will not be the answer. Lastly, children need to learn social skills and computerized learning at home will not help them learn that.
  • Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      Here is my problem. as a teacher in a district in need, not all students have this technology available tomake this happen.
    • aaronpals
      aaronpals on 18 Feb 18
       
      This is still an issue for many districts, even the more 'affluent" districts have pockets of need that are difficult to navigate when it comes to internet based activities.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I realize that many students have access to these devices, and there are great resources for learning on these, but they are also rich with distractions to learning.  I struggle with my own children in this area, I have to MAKE them use the learning apps, because if I don't they will wander to Youtube.  
    • mriniker
      mriniker on 20 Feb 18
       
      Although many students have access to these tools not all districts/ students do. This creates a gap in student opportunities, learning, and success. Until this year I did not have access to 1-1 computers. This has changed my classroom a great deal and lends to far more opportunities in the past. Also not all students necessarily have these resources or internet at home. Working in a rural community and with mostly at-risk students this is a concern.
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      This all sounds very exciting and I hope this course enables me to use this technology in the classroom. With a little, or maybe a lot, I hope to be successful/
  • When you register to use Symbaloo, you gain access to a slick user interface that allows you to create webmixes of your favorite Web sites
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      The examples show a huge variety of Web sites. What if a student isn't familiar with more than a few sites, wouldn't they be handicapped?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      Seems to me that this tool will take practice to learn how to really use it and utilize it's features.  I had never heard of it until now, and looking it over seems like it could be useful, but takes time to get used to it.
    • mriniker
      mriniker on 20 Feb 18
       
      Jessica, Since we can create more than one webmix I think it would be feasible to have another webmix for these students. Those who can handle the resources could have a larger mix, those who need a simplified version could have another with the important websites. Although it shows a large variety we are ultimately in charge of how vast we want it to be for our students.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • bennettfr
      bennettfr on 17 Feb 18
       
      Although I agree that teachers are no longer the primary or even the best source of information available, I fear that many students are so accustom to being spoon fed information, they view learning as a spectator rather than as an active participant in the process.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      Students often want to "ask Google", which I personally encourage. However, they aren't able to critically examine a source yet. Many adults also cannot examine sources well. This is an important piece missing from education.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • anonymous
      anonymous on 18 Feb 18
       
      In many cases don't teachers (especially in elementary school) still need to provide these tools? Or at least introduce them and be knowledgable about them as students gain access to them?
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • anonymous
      anonymous on 18 Feb 18
       
      Building in that home to school connection as well as creating a platform that parents can be involved in is really spectacular!
  • I decided to create a base information dashboard
    • anonymous
      anonymous on 18 Feb 18
       
      This idea I love! I can really see this as a user friendly way to incorporate PLEs to existing classroom research and projects.
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lesso
    • anonymous
      anonymous on 18 Feb 18
       
      This is kind of what I've been looking to hear. In much of this reading about personalized learning I think about a group of 28 elementary aged students and think- "oh my gosh how could some of them ever do this!" The fact is young children still need to learn how to use these tools, process information from them, and then use it to demonstrate their understanding. It is good to hear that teachers are still necessary for the role and students are not completely on their own in their learning! There is a balance.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • crystalseier
      crystalseier on 18 Feb 18
       
      This is an area I would like to do some practice with my students in. Collaboration plays a big role in my classroom but we haven't done much with online peer collaboration aside from Google Docs. I would be interested to see some examples of how other teachers incorporate collaboration with online resources.
  • they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing
    • crystalseier
      crystalseier on 18 Feb 18
       
      During our research unit, I think this would be a great way for student to collaborate and share resources they have found helpful.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles. The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bennettfr
      bennettfr on 18 Feb 18
       
      So many of my students haven't had bad experiences at school, that they have "given up" on school. I think if they could experience school through personalized learning, they would re-engage and find learning valuable and maybe even fun.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • crystalseier
      crystalseier on 18 Feb 18
       
      I know this seems simple, but having this definition of a PLE spelled out like this is a big 'ah-ha' moment for me. I just adds clarity to exactly how I could see myself using a PLE in my classroom.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • bennettfr
      bennettfr on 18 Feb 18
       
      This is the part of PLE's that truly scares me. As I've said before, I feel that students often view learning from as a spectator rather than as an active participant. Which makes me curious how I could get these students to take on such responsibility?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think parents also need to know and feel how important it is to support the students in this type of learning, and to take some responsibility for overseeing the work and ensuring the use of devices isn't being abused.
    • christopherrush
      christopherrush on 19 Feb 18
       
      Ashley, that is a great point. While computerized personal learning sounds like it has great benefits, its uniqueness is totally separating the children's school experiences from the parents', and while that may be a good thing in one sense, the parents now have even less involvement in their own children's education, and as a parent and educator, that idea is very unappealing.
  • These tiles give you access to Web pages or other webmixes.
    • aaronpals
      aaronpals on 18 Feb 18
       
      I do not have a Symbaloo yet, but I will soon. My wondering here goes to my current learning management system and whether or not this tool would be easily integrated. Sounds like it would, but I have yet to try.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I have been using Symbaloo with my first graders for the last two years. (However, not in the same way described here.) My students do not create their own. My school is 1:1 with Chromebooks, so my first graders use Symbaloo to find resources they can use during literacy or math. It works well with any LMS, because students can set their homepage to it or can bookmark it for easy use.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers. You also can make Symbaloo your start page on any given computer.
    • aaronpals
      aaronpals on 18 Feb 18
       
      So I could feasibly ask my students to make this their start page/homepage, as well, right?
  • turn that content into knowledge.
  • In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • aaronpals
      aaronpals on 18 Feb 18
       
      When they say "meaningful way" here, who should it be most meaningful to? When student driven learning happens, to what degrees should it be meaningful to me as the teacher and to them as a student?
    • christopherrush
      christopherrush on 19 Feb 18
       
      Good question - a lot of these articles have a lot of advertising-like buzzwords, but not a lot of substance. Is "speed" the highest value or a determiner of "meaning"?
  • day-to-day activities and interests both inside and outside of the classroom.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think hitting on interests inside and outside the classroom is important, especially for male students that feel a real working job is more important than on the surface classroom learning.  
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • mriniker
      mriniker on 20 Feb 18
       
      I have already made several changes to my webmix since I have begun. I love that I can make this easily accessible to students. The automatic update means I can update the classroom webmix to pertain to our learning while eliminating things that become irrelevant. There is nothing more frustrating when a link is embedded and then it no longer works.
  • notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • mriniker
      mriniker on 20 Feb 18
       
      I think equipping our students with opportunities to learn and providing different options to meet their learning styles is a great place to start.
  • Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
    • jessicamotto
      jessicamotto on 01 Mar 18
       
      I could have written this statement myself! I hadn't even heard of Symbaloo or Diigo before this course. Both seem like they will be extremely useful once I master them.
cjd203

The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx

shared by cjd203 on 05 Jun 11 - Cached
  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
    • denise carlson
      denise carlson on 05 Jun 11
       
      This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
    • Natalie Smithhart
      Natalie Smithhart on 01 Oct 11
       
      I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      Using this with the concept of backward design shows us how many options all fit together.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
  • four categories of learning targets are
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
  • ...58 more annotations...
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      What is the Iowa Core calling these?
  • Do the results provide clear direction for what to do next?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      What plan is provided for improvement with the Iowa Assessments?
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      I would like to see an efficient, real-world model of such a system.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      I would love to see our inservices allow for time to have such reflections on our assessments and allow us to redirect our planning. How much more would we see student growth if we not only reflected and redirected but also shared our observations with colleagues who also have the students (cross-curricular and at the next level) to have growth be specific and continual rather than a 9 month experiment that restarts from Ground Zero the following year!
    • parsonsbrandi
      parsonsbrandi on 09 May 16
       
      Yes! There's so much research that values reflection, and yet it's something that one almost feels "guilty" doing on contract time.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Lori Pearson
      Lori Pearson on 05 Jun 11
       
      This shows how important it is to set your learning targets and then make sure your assessment gives you the information that you are seeking in regards to those targets.
    • jalfaro
      jalfaro on 06 Jun 11
       
      Without proper training, I'm sure this happens all too often. Teachers often teach and test based on their own experiences and not based on best-practices.
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      If you can't determine an assessment to match your learning target, could it be that your learning target needs revision?
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      I couldn't agree with you more! Some teachers refuse to open up to the latest in best practice, assuming that '36' years of teaching for example, has given them enough info to have 'all' the answers. And if the assessment is too difficult to create to match the target, why yes, revise the target. It seems we need to think outside the box, and to remind ourselves to keep updated and in touch with the world.
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      I think many times, the catch here is the gradebook. Many stakeholders(parents, students, administrators, etc.) have very rigid expectations for grading and equate assessment and grading. Teachers don't know how to manage both effectively, and tend to default to the needs of the gradebook for survival.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      Ah.......the gradebook. I believe you have hit the nail on the head, Deb.
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      I have found it useful for another person to look at the assessment. Especially someone in a different curriculum area.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      That sounds like a good idea. Why, specifically, do you use someone from a different curriculum area? I can think of some ideas, but I don't know if they are the ones you are considering.
  • After defining inference as "a conclusion drawn from the information available,"
    • Denise Krefting
      Denise Krefting on 05 Jun 11
       
      So.. if my rubric says " requires deep thought" and I define or give examples of deep thought would that be better. I am struggling with the use of those words in my rubric- my participants have had not difficulty with the words, I just feel it isn't as specific as maybe I should make it....
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      What is the definition of 'deep'?
  • a student might assess how strong his or her thesis statement is by using phrases from a rubric,
    • Lori Pearson
      Lori Pearson on 05 Jun 11
       
      Connection to rubrics in my group during the first week-are the phrases strong and promote further progress in their learning?
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      I like the phrase "using phrases from a rubric." I think I'll borrow this idea and phrasing!
  • 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.
    • Peggy Christensen
      Peggy Christensen on 06 Jun 11
       
      I remember once writing a test item that had a term in it that my sophomore biology students didn't understand. Some asked me what the word meant, but what about those who were too embarrassed to ask?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This helps solidify the Iowa Core characteristic of effective instruction--assessment for learning and why it is part of the Iowa Core.
    • parsonsbrandi
      parsonsbrandi on 09 May 16
       
      I can relate this to my children and the way that my husband and I differ on how we give directions. For example, he may say, "Your job is to be good." To a three and a five year old, "be good" is a very vague term. I might say something along the lines of, "Your job is to listen without interupting me, use good manners like saying, 'please and thank you,' and to sit down while we're eating dinner."
  • Figure 2 (page 18) clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Peggy Christensen
      Peggy Christensen on 06 Jun 11
       
      I have seen this chart from Stiggins work before and have found it to be quite useful. This reminds me of why we need to take the written portion to get an Iowa Driver's license, as well as taking Driver's Ed. or taking the Driving portion (of the test) to get a Driver's License. We need to know both the factual "stuff" (like what a STOP sign means), as well as the skill of being able to actually drive a vehicle.
  • new levels of testing that include benchmark, interim, and common assessments.
    • jalfaro
      jalfaro on 06 Jun 11
       
      And I wonder how much Professional Development teachers (new and old) have been given to support them as they face the new assessment expectations. I think too much is taken for granted...teachers need training if all of this testing and data is to make a real difference for our students.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Totally agree!! Teachers need to know not only how and why they are collecting data.  But how to use the data to make instructional decisions.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • jalfaro
      jalfaro on 06 Jun 11
       
      Exactly! More is necessarily better.
  • and the students themselves
    • jalfaro
      jalfaro on 06 Jun 11
       
      I think that we often forget about this part of the equation! I remember all too often getting a computer generated page back with test results that I couldn't understand and I'm sure that this is still happening nationwide. We must not forget that our jargon must be translated to the student and the parent so that all stakeholders are on the same page.
  • test plan.
    • jalfaro
      jalfaro on 06 Jun 11
       
      And how often do we as teachers fly by the seat of our pants?
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This takes me back to DWALA training from Heartland AEA years ago. Anyone else remember this?
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      We do sometimes, especially when placed into a different level of programming at the end of the school year.
  • noise distractions
    • jalfaro
      jalfaro on 06 Jun 11
       
      I once had to ask that they stop mowing the grass just outside my classroom window while my students took the FCAT Reading test in Florida...minor details like this can make a HUGE difference for the kids testing! I couldn't believe that my administrators hadn't considered all of the details.
    • terri lamb
      terri lamb on 08 Jun 11
       
      This can be major for some students - I took a professional knnowledge test years ago in an auditorium and the monitors were talking softly at the front but it really carried - they had no idea and I didn't say anything but noise doesn't normally bother me so I know it bothered others.
  • assessment literate
    • jalfaro
      jalfaro on 06 Jun 11
       
      something else that I think is often taken for granted....
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Agree. . .another reason for TA for teachers regarding how to not only gather data, but understand how to use it.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Here lies a bigger problem than we want to acknowledge.
  • Clear Learning Targets
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      When I first read Stiggins and Chappius' works, it was clear that targets need to be static... not moving! We can't expect students to hit a moving target.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      If you don't know where you're going, how can you get there?
  • function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } .smallf { font-size:9px; } MEMBER SIGN IN Username / Customer ID / E-mail Password Forgot your Username or Password? JOIN ASCD &nbsp;|&nbsp;MEMBER BENEFITS Register for ASCD EDge &nbsp; var userNameField='dnn_ctr898_ViewLoginModule_txtUserName';var passwordField='dnn_ctr898_ViewLoginModule_txtPassword';var loginField='dnn_ctr898_ViewLoginModule_btnSignIn'; function printPage() { window.print(); } //function sendData() //{ // window.open('/dnn/desktopmodules/VCMPrintSendArticleModule/sendfriend.htm'); //} function sendData(data) { // Initialize packed or we get the word 'undefined' var packed = ""; for (i = 0; (i < data.length); i++) { if (i > 0) { packed += ","; } packed += escape(data[i]); } window.location = "/dnn/desktopmodules/VCMPrintSendArticleModule/SendFriend.htm?" + packed; } function openWindow(url) { window.open(url, 'mywindow', 'width=350,height=370,directories=no,location=no,menubar=no,scrollbars=no,status=no,toolbar=no,resizable=yes'); } Print This ArticleSend to a Friend OAS_AD('Right'); Online Store ASCD's Top 5 Books Classroom Instruction That Works Enhancing Professional Practice, 2nd Edition The Art and Science of Teaching http://shop.ascd.org/productdisplay
  • aim for the lowest possible reading leve
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      This really surprises me. I've never thought to write a test at the least possible reading level. With my ESL students, I always make sure the words aren't new to the students but hadn't thought about the level I was writing the test at.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • Sandy Kluver
      Sandy Kluver on 06 Jun 11
       
      hmmm... we do this for Instructional Decision Making groups in Carroll. It's only one piece of the puzzle, but at the beginning of the year, we rely on the ITBS Reading Comp score to place students into groups.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Unfortunately, I think that is a common practice of many districts.
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      Sandy, I've always been bothered by this part of IDM, also.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I have done this myself at the high school level. No other data exists for my use in connection with students I don't know and time constraints.
  • Seven strategies of assessment for learning.
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This is one of the most practical resources on assessment that I have read in a long time. I recommend it to all!
  • cultural insensitivity
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      I witnessed this first hand when the demographics in one district changed dramatically over the course of about two years. For younger students, pictures in an assessment were used. Several of the students had never seen a rose, but they knew it was a flower--but flower wasn't a choice.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      This is so true! One night my husband and I were watching COPS and they were in NYC. A little boy pointed to the very small grassy area in between four apartment buildings that made a square and said, "He just ran through that meadow." I looked at my husband and said, "That kid would flunk the ITBS because he doesn't know the true definition of a meadow...for him, the small grassy area is a meadow. But for our region, a meadow is described totally differently and looks totally different." Test writers do not consider regional vocabulary enough when putting together an assessment. It is still 'one size fits all.'
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      There are some obvious things when it comes to cultural sensitivity. There are also some things a person preparing a test just might not know since their culture is different.
  • access to the data they want when they need it,
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      This implies timely feedback.
  • students
  • learning continuum
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      Learning progressions that Margaret Heritage talks about in Assessment for Learning.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do
    • Linda Hoobin
      Linda Hoobin on 07 Jun 11
       
      Multiple is the key word here!
    • Cindy Blinkinsop
      Cindy Blinkinsop on 07 Jun 11
       
      I agree - multiple opportunities. We need to consider the various learning styles that we are teaching to each day and how each will best be able to show proficiency based on a product meaningful to the learner.
  • the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      Mastery is what we want as teachers, and using an accurate assessment done frequently should show us how far students have come in their achievement.
  • Choosing the Right Assessment
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      I like this table--the categories and the description within.
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Agree. Would be a good reference tool for all teachers.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I think I will use this as a reference.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      I agree as well. This would be a good tool to share with my home school parents.
    • Joletta Yoder
      Joletta Yoder on 27 Sep 11
       
      Great reminder for all of us, especially English teachers, that we can, and should, be using various forms of assessment. I'm hitting PRINT right now and posting this on my wall in and in my planning folders!
  • 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.
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      Whenever I read the word "specific," I can't help but to remember my third year of teaching when the English 9 teachers would share an old reel-to-reel converted to VHS instructional video with the class. Several minutes into the video, the narrator would tell the students: "Specific is terrific." This type of feedback is really the exception rather than the rule, isn't it?
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      This is really good practice, but extremely time consuming. We need to include as much as possible, but it may not always be feasible or possible to do it all the time.
  • build balanced systems, with assessment-literate users
    • Cheryl Merical
      Cheryl Merical on 07 Jun 11
       
      Wouldn't an RTI model with all its components (e.g., universal screening, progress monitoring, etc.) implemented with fidelity, meet this criteria??
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • terri lamb
      terri lamb on 08 Jun 11
       
      .This is a great way to document each assessment.
  • In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Darin Johnson
      Darin Johnson on 07 Jun 11
       
      The point where my assessment breaks down is that my formative assessments are almost always for individuals rather than for groups. Aside from ITEDs, no one beyond my classroom seems concerned with assessment data.
  • inform instructional improvement and identify struggling students and the areas in which they struggle
    • Cheryl Merical
      Cheryl Merical on 08 Jun 11
       
      If we can identify students at-risk earlier through regular progress monitoring, we can move away from the "waiting to fail" model. 
  • Students learn best when they monitor and take responsibility for their own learning.
    • terri lamb
      terri lamb on 08 Jun 11
       
      When we begin a project in desktop publishing the students and I brainstorm the different skills and techniques they can demonstrate and use in the project which in turn becomes their checklist or rubric. They feel more ownership and may need to revisit a skills that other students - they often require more of themselves as well.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I think this is very true and I also believe that the learning is at a higher level.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      In other words, we must test over wht we've taught?
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      Or....we need to be sure that students are learning what is going to be assessed. And what is going to be assessed is aligned with the intended learning target. I think too often in classrooms, the teaching is first, then the learning, then the alignment with the assessments or definied learning targets.
    • Natalie Smithhart
      Natalie Smithhart on 01 Oct 11
       
      So we need to decide what is going to be assessed first before we create the curriculum. I think often as teachers we do this the other way around. Seems like it should be simple, but sometimes I find myself creating my curriculum before I have decided what I might need to assess.
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I need to do a better job of this!
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      But, in my opinion, what's being taught isn't necessarily what's being evaluated.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      This is brand new to me!
  • Summative applications refer to grades students receive (classroom level)
    • Lisa Buss
      Lisa Buss on 08 Jun 11
       
      I wish we could get away from grades and move to a benchmark checklist. When the student is proficient in one skill or concept they can move on to the next.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • Deborah Ausborn
      Deborah Ausborn on 09 Jun 11
       
      It is great when this data is used to improve instruction. I was teaching in Texas whe Gov. Perry took over from George Bush (late 90s). The annual testing there was used to determined which schools received the most funds for the next year. High scoring schools received more money; low scoring schools received less money. Sadly, the low scoring schools generally needed the funds so much more than the high scoring schools. I had friends teaching in downtown Houston who told me how many of their students came to school with just a plain tortilla for lunch. They needed more funds, but since they received low scores received less funds. The students from the suburbs (such as Sugarland where at that time the mean income was $100,000/year, attending private tutoring (paid for by parents) several afternoons a week so their test scores would be higher. I literally saw students and teachers who had nervous breakdowns due to the pressure on the testing results. I agree we need assessments; I'm just concerned about how some of those assessments are used.
  • Feedback to students can use the language of the rubric:
  • Although it may seem as though having more assessments will mean we are more accurately estimating student achievement
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      This is definitely a common misconception.
    • Lori Pearson
      Lori Pearson on 13 Jun 11
       
      Although, there are times when we need to dig deeper to find out exactly what area needs strengthening. Take reading comprehension, for example, so they are low in that area, what does that mean-many, many components make up that area.
  • The assessor
    • Deb Versteeg
      Deb Versteeg on 12 Jun 11
       
      This term, "the assessor", in and of itself has got me thinking. While the instructor might be the one "giving" the assessment, might the "assessor" at times not be the instructor? Could the state or the district be the assessor in some cases? Could the student be the assessor?
    • Amy Burns
      Amy Burns on 26 Sep 11
       
      Devil's Advocate at work here....in a perfect world, our assessments would inspire students to WANT to improve, but in reality, can a rubric really do that in and of itself?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I have yet to see a student use a rubric to improve a project. I think the idea of it is good, but the self-motivation is not there, or I don't know how to motivate them myself.
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.
    • Amy Burns
      Amy Burns on 26 Sep 11
       
      Agreed. Now, if multiple measures are indeed so important, why are we still so mired in the standardized tests to judge success?
    • Kay Durfey
      Kay Durfey on 08 Jun 12
       
      I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  • Knowledge targets,
  • Reasoning targets
  • Performance skill targets
  • Product targets
  • It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Is anyone besides me starting to feel overwhelmed? I guess this could be done as a districtwide assessment project, but what this article is really starting to accentuate is how little time teachers have for pondering once a school year begins.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      This is what I really want to learn how to do!
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      My comment here concerns this whole paragraph. I think we need to provide time to students as well as teachers for analyzing the results of assessments, and for using the results to make their projects better. As it is, no one has time to revisit the object of the assessment. Time constraints have all educational participants roaring along at breakneck speeds
  • Who is the decision maker?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I think this question is crucial. If the decision-maker and the purpose of the test are punitive rather than informed, no wonder people don't want to be assessed! of course we need to consider this as people who are decisionmakers and quit using tests scores to punish students--we don't like being punished for results and neither do they.
  • applying data to decisions for which they aren't suited.
  • Assessment literacy
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Surely a staff development need.
  • A detailed chart listing key issues and their formative and summative applications at each of the three assessment levels is available at www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_chappius_table.pdf
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Hoping to share this with our data teams this year.
  • cultural insensitivity
  • Are results communicated in time to inform the intended decisions?
  • to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
  • Darin Johnson on 07 Jun 11
     
    The point where my assessment breaks down is that my formative data is rarely shared with others. We don't look for trends or patterns or discuss needed changes in content or instructional delivery.
  • Kay Durfey on 08 Jun 12
     
    I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  • Kay Durfey on 08 Jun 12
     
    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
Adrian Evans

Peer- and Self- Assessment | Exemplars - 0 views

www.exemplars.com/...ts-of-peer-and-self-assessment

shared by Adrian Evans on 06 Oct 14 - No Cached
  • Parents understand expectations and assessment criteria. When students can articulate to their parents (before, during and at the end of the task), what the standards of performance are, a clear and positive message is received. Parents generally want to support their child's learning and feel helpless, sometimes, because they are unsure of what open-ended tasks are intended to teach. Student rubrics remove the educational jargon yet still describe meaningful learning. Many teachers find rubrics and anchor papers useful during parent conferences as they review a&nbsp; particular student's work.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      And again, I never think to think of the parents. Even though I am one, I always think to engage the student in their work and don't think that it might be more important to create the task in a way that the parents might be able to help their student reach the level that we are all striving for.
Amy Kolln

Kindergarten parent orientation - 0 views

www.slideshare.net/...indergarten-parent-orientation

moodle_iowa kindergarten parent orientation

shared by Amy Kolln on 17 May 12 - No Cached
  • Amy Kolln on 17 May 12
     
    Use at Parent Open House- Amy Kolln
Michelle Murray

[Infographic] What Teachers and Parents Feel About Technology in the Classroo... - 4 views

edtechreview.in/...ology-in-classroom-infographic

shared by Michelle Murray on 04 Feb 15 - No Cached
  • Michelle Murray on 04 Feb 15
     
    This edtech infographic shows how teachers and parents feel about technology in the classroom.
  • ksteingr on 04 Feb 15
     
    I'd like to know more about creating infographics. Any info appreciated! Thanks
  • teacherin12 on 05 Feb 15
     
    As a teacher and a parent, I feel too much of anything is not good. I do not like them sitting in front of a 'TV screen' during the day. I think it is too much screen time. There are also health issues to it. My daughter has fused bones in her neck because she has an iPad for school that all the teachers use and she looks down at it and has created problems in her neck. I realize we have to get the students ready for the high tech world they will live in, but before all the high tech, we did just fine with the 'old school' methods and helped teach the kids that came up with the technology. 'Old school' can't be that bad!
juliefulton

"Personalized" vs. "Personal" Learning - 36 views

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

shared by juliefulton on 11 Jul 15 - No Cached
  • Tocqueville’s observations
  • A suffix can change everything
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Harsh adverb.  Not all students analyze "ideas from the inside out".  I think that is something that personalized learning can teach them.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • principalchris
      principalchris on 12 Jul 15
       
      This is a topic that has been discussed for years - But how do I grade the project??  I am glad I do not receive a grade for being the principal!
  • ...75 more annotations...
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community. Even proponents of personal learning may sometimes forget that fact, but it’s a fact that was never learned by supporters of personalized learning.
    • principalchris
      principalchris on 12 Jul 15
       
      I like the fact that Alfie Kohn makes the reader think.  He is a word smith and must love kids!
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning. 
    • marydermit
      marydermit on 12 Jul 15
       
      Yes, new forms of assessment will be needed with PL.  I think this maybe a challenge because standardized tests are tied to funding.  I am afraid standardized tests are here to stay until funding changes are made at the state /federal level.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always an issue. Making sure everyone is on the same page.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I think my original comment about change being difficult for veteran teachers was deleted (accidentally by me).  Part of my statement mentioned the need for PD on PL.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that everyone needs to be on the same page.  Too many times we get bombarded in PD sessions and walk away with mixed emotions and different understandings about what we learned about.  PL needs to be a clear, cut definition amongst everyone in the building.  It wouldn't be a bad idea to have PD on PL.  Veteran teachers absolutely need to be up to date on reaching all learners and stepping themselves out of their comfort zones to help reach every student's needs individually, not in a whole group setting.  
    • dwefel
      dwefel on 15 Jul 15
       
      This will be a big challenge getting everyone on board.
    • kainley
      kainley on 16 Jul 15
       
      I agree that it would be a challenge to get everyone on the same page. I like the idea of PD, but how do we get our administrators to "buy in"? Then after that, how do you get people who are set in their way, especially if it is improving test scores, to change their thinking so we are focused on the whole child?
    • kburrington
      kburrington on 16 Jul 15
       
      I guess I would like to go back a step and look at how college educational departments are teaching Personal Learning. I would say most teachers are teaching the way they were taught. Maybe the change needs to start there also.
    • katie50009
      katie50009 on 16 Jul 15
       
      As a district we tried to define creativity during PD incorporating the 4C's. It was no easy task. It is even more difficult to measure!
    • juliefulton
      juliefulton on 22 Jul 15
       
      It seems as though we need a multi-phase approach at infusing PL in our educational systems. I agree with needing PD for our current teachers and that colleges need to be modeling PL for our new teachers. We also need to inspire our students to be individual thinkers rather than the 'check mark the box' learners that our system currently promotes.
  • best thing we can do for kids is empower them
  • he demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • marydermit
      marydermit on 12 Jul 15
       
      This sounds like more of the same unless PL stakeholders and teachers are involved in the R&D.
    • katie50009
      katie50009 on 16 Jul 15
       
      When thinking about the constraints of our current system--Common Core, standards assessments, pacing guides, etc.--I wonder if PL will become anything more than a dream or a small scale implementation.
  • Personalized learning entails adjusting the difficulty level of prefabricated
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves. In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educators will need to be informed on what it will look like for students to take these opportunities which won't be directed by us or possibly by curriculum. They will need to learn how to help students on this path and not hinder them.
    • marydermit
      marydermit on 12 Jul 15
       
      PD is vital for teachers.  If left out it will not be good for anyone most of all the students.  
    • spfantz
      spfantz on 13 Jul 15
       
      This definition is vague, I too would like to look at specific curriculum pathways and opportunities. Seeing personalized learning in action, and the role of the teacher would be interesting.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      I now understand more the difference between "personalized" and "personal" learning, but I do agree that staff and administrators need to be more informed and given specific examples or experiences to help us learn more about implementing it and what our role is as a teacher. It would be nice to be given examples of this in action. It seems so confusing once you think about how teachers do this in the classroom, but I think it can make a big difference in schools and student learning in the future. 
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This quote really helped me to understand more of what we are learning about. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed, this is a very helpful statement, but I think I would also agree that I would like to see what PL looks like. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      This is a very helpful statement, PD with time to implement is important for success. In addition to teachers being educated about PL, parents will also need to be educated. In my district as we have tried to incorporate more technology, unless the parents are in agreement, the changes have not been successful.
    • kaberding
      kaberding on 16 Jul 15
       
      I have a better understanding of personalized learning vs. personal learning.  I like how the author states the difference; it makes it very easy to differentiate between the two terms.  In regards to the rest of the statement, I think that professional development is a vital key in getting teachers "on board" with this concept.  I have cotaught with many general education teachers, and it is difficult for some to see how this will work and what this can look like.  A bank of teachers "in action" would be great for all teachers to access to get ideas!  
    • kburrington
      kburrington on 16 Jul 15
       
      I totally agree that there are a lot of people who would have to get on board. I now realize that I'm just providing personalized learning with my Odysseyware, not personal learning by any means.
  • moving ownership of learning away from the teacher and more toward the student.
    • madonna63
      madonna63 on 12 Jul 15
       
      Our current way of teaching is somewhat like a 'helicopter mother'. We aren't letting students try and fail on their own, without us being there to catch them. We need to be more of a teacher/resource person to instruct and /or guide when needed. Also, like a grandmother-giving positive feedback.
    • marydermit
      marydermit on 12 Jul 15
       
      We do not teach students that failure is part of learning or the importance of what we can learn from a failed attempt. Sticky notes are a perfect example.
    • spfantz
      spfantz on 13 Jul 15
       
      Some of the online programs such as Khan Academy and E2020 are the epitomy of nonpersonalized learning, yet we are enrolling more and more students each year.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      This is where students could/should be encouraged to seek out resources that fit their individual interests.  It is a step in the right direction, but needs to be applied in a way that will help students become stronger learners. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the online programs are just classroom lectures put on the computer and are more of the same. 
    • jroffman
      jroffman on 15 Jul 15
       
      I think it is a great idea to have students be responsible or the "owner" of their own learning, we need to get parents and administration on board with this, I feel that way too often it is the teachers fault or the schools fault when kids are not learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I have to admit, I am that 'helicopter mother' teacher sometimes. I agree, teachers need to find individual interests in students and figure out how they want to learn and step away and allow students to figure out how they learn best, even if they do fail at first.
  • It requires the presence of a caring teacher who knows each child well.
    • madonna63
      madonna63 on 12 Jul 15
       
      The idea of each student having a teacher(s) know her/him well is vital. We don't want students just being set free and only "check in" as they go along. They will feel very disconnected and alone. They need to be known, cared for. Teachers might have times during the year when she gets her students together to do activities to get to know each other, celebrate holidays, etc.
    • marydermit
      marydermit on 12 Jul 15
       
      I like your idea of getting students together for a celebration It could be a celebration of learning to highlight student work / projects.  This fits into the PL model of "learn to learn, learn to do, learn to be." 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I wonder in an ideal PL environment what the student/teacher ratio should be?  Large classes are tough to get to know students in the way that PL suggests
    • nwhipple
      nwhipple on 15 Jul 15
       
      "Ah Ha".. every teacher who is there for their students should know their students well.  Not only how they learn, but about their family life and themselves personally.  Building a relationship with each child is huge.  I couldn't imagine walking into my room every morning and not wanting to connect with each student, individually and personally, daily.  If teachers aren't going to be caring and willing to get to know each of their students, then they shouldn't be allowed to have their minds to mold.  
    • jroffman
      jroffman on 15 Jul 15
       
      Part of the requirement of the Voluntary 4 year old preschool program is that I go to each home before school starts and do a home visit. I love it, I think it is the best idea ever and I really think all elementary teachers should do it. I really think that I make a strong connection with all of my students by having them meet me in their home where they are in the most control. Even though I know each child very well I just feel like there is not enough of me to go around, there are always those one or two students that require more time and energy while the rest are kind of on their own.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think home visits are wonderful, although I am not sure my high school students would want Mrs. Hansen coming to their house! ha ha. I do make it a priority to keep the lines of communication open with families, in fact, I send out emails weekly (personal), make calls (5 a day, positive and negative), and even send out personal welcome letters at the start of the year. It makes quite the difference in how my students work for me! (Alissa Hansen)
  • echnology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • spfantz
      spfantz on 13 Jul 15
       
      The definitions we have read about personalized learning incorporate technology as an important piece of the personalized learning experience, so this surprises me.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Yes this surprised me too! A lot of my kids learn best through using technology since they are surrounded by it today within this generation, and engages them more so to me it makes sense to have technology be a big part of personalized learning. 
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree! How can technology not be part of the personal learning environment? There are so many opportunities for students to use technology to reach out to others all over the world for collaboration. Technology doesn't have to be relegated only to ed-tech programs.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I guess the idea behind the technology is to use it so students have the freedom to gather authentic and meaningful information to help them towards mastery, instead of using technology just for technology sake. A lot of us do, but I have definitely encountered classrooms that like the idea of having technology in the classroom, but it does nothing to further learning in students. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      I think with this statement, the author is trying to remind us that personalized learning is more than technology. You don't have to use technology to truly personalize learning for students but that it can be one of the "tools" in the teacher's toolbox to help students learn.
    • lisa noe
      lisa noe on 16 Jul 15
       
      I think that the author is implying that technology itself shouldn't be the teacher but more like a partner in learning. I personally think that too many times technology impedes learning.  Students don't have to think or try to figure something out, they can just Google the answer.  If all the answers in the universe can be found in Google what is the point of learning?  We need students to think of things that aren't out there yet.  To discover the unknown.  
  • specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • spfantz
      spfantz on 13 Jul 15
       
      This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I absolutely agree with you!  It is VERY hard to teach the specific standards for the test while wanting to be creative.  More projects take time and time is inevitable.  We need more time to make learning "fun" and "meet all the standards".  I find kindergarten to be a challenge to balance the standards and crafts/fun.  I know I tried hard this year to let the kids "play" at their tables during math and reading with manipulative instead of constantly doing pages from our math/reading books.  
    • emilyzelenovich
      emilyzelenovich on 13 Jul 15
       
      Curiosity is something I really see lacking in some students today (at least high school students).  Many have a really hard time thinking of things they want to know or learn about or believe they can just get the answer to a question by looking online.  I have many students, who when given the chance to research a topic of their choice, believe they aren't interested in anything. This would be a challenge with peronalized learning. 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I agree: curiosity has to have motivation.  I allow students to choose their research topic, and once they delve into it, they start asking me questions, which, in turn, I help them find internet info that might send them in the right direction.  Then, they fly!
    • alissahansen
      alissahansen on 14 Jul 15
       
      Sadly, I too have seen more and more lack of innovation and creativity with students and the issue is on the rise it seems. I know with my own experiences as a high school English teacher that students really struggle coming up with their own original ideas, and even with lots of guidance and modeling beforehand. It's as if they do not trust themselves to make a good decision and this is so sad! I try to be very eclectic with how I teach the curriculum and my students will tell you that they do have a lot of choice and voice in my class, but they still need to meet standards and achieve mastery at some levels. I just don't know what it is that seems to be holding students back anymore. I do think PL can help this issue, but I do think that students will have difficulty (as with any chance) getting into such a different system if they already struggle being authentic, generating original ideas, and being creative. (Alissa Hansen)
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      This is very true in many schools. I can relate to this, since our school has been focused on following our new school's reading curriculum this year and focusing on test scores each week. It isn't allowing us to be creative in our classrooms. How do we change the views of administrators to help them allow us to have more personalized learning in our classrooms?
    • kainley
      kainley on 13 Jul 15
       
      I worry about adding personalized learning to our environment too. We have seen 20% growth in reading scores on Iowa Assessments as we switched our Tier One instruction to a new curriculum. I think our curriculum and the way that teachers are constantly looking at data and working together to create better ways to meet student needs (small group instruction, mixing up classes, intensive guided groups, etc.) has been successful. I wonder how personalized learning lends it self to standardized tests...although the voice of reason in the back of my mind keeps reminding me that one test on one day is no way to measure what a student knows...or for that matter who they are!
    • alissahansen
      alissahansen on 14 Jul 15
       
      We have seen a lot of growth with Iowa Assessments too, and it is a result of the amazing teachers in our building and the data teams. I do wonder what assessments look like in a PL environment. There has been a sharp focus on reading and math scores, and scores equate to funding, so I have a feeling that this would be a hard sell...sadly. How can the bureaucracy of the educational world come to terms with what learners truly need/want? I guess this is always up for debate, and once you add in the giving "students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions," it tends to scare people.
    • alissahansen
      alissahansen on 15 Jul 15
       
      (last comment was from Alissa Hansen)
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      This is a true concern, as we have pre and post assessments for each unit to gauge their mastery of the standards.  While I find that information valuable, it is a struggle (and great concern) for many of my colleagues regarding the "freedom" to be creative in how they approach the standards.  I hope to better understand how the idea of innovation and creativity can coexist with necessary curriculum through PL.  Sharing that with concerned colleagues will be a great boost to morale, for sure!
  • The larger point is this: This moment of huge disruption requires us to think deeply about our goals and practices as educators, and it requires us to think deeply about the language we use. Words matter. More importantly, our thinking about what we want our kids to learn and our changed roles in that process matters. I’m suggesting that right now, because of the Web and the plethora of new technologies, the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I had the pleasure of listening to Will Richardson speak at our school two years ago. I learned so much from his presentation and I was so excited about all of the ideas he provided for our district. I was saddened by how many teachers in our district were really turned off by Will, and felt that the presentation was a waste of their time. Unfortunately, because of this pervasive attitude, we never really proceeded with his ideas for our district.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      These ideas require teachers to thinking beyond the traditional model, which is difficult for most to do or think about.  His example about flipping is a good example, it could be used to really create students who know how to learn, but most don't use it in a way that encourages personal learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I love this section. It really talks about students taking charge of their learning. I think it is so important for kids to make goals and to really understand where they are and where they need to be. It is neat when students can see where they started and where they end and realize that working towards goals really pays off. (Dana Wefel)
    • alissahansen
      alissahansen on 15 Jul 15
       
      Yes, students will only learn that metacognition and how it works by making their own goals and plans of action. I try to have my freshmen do this at the start of each school year and we revisit the list through the year. It is hard for them to create goals, even with modeling, however, so this is something that needs a lot of work (both the teaching of the concept and creating the goals). 14 and 15 year olds have a hard time seeing past the right now, and most struggle even more with articulating what they struggle with and what they are good at. I want to really help my students with this aspect as that will really help us get close to a PL environment. (Alissa Hansen)
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I have never really understood how flipping a classroom is supposed to be the future of education like so many educators are saying it is. 
    • bakersusan
      bakersusan on 15 Jul 15
       
      I totally agree. If I use the definition of flipping explain by this article, I've been flipping my classroom for most of my career.
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.&nbsp;T
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement does a great job of summarizing the goals of personalized learning, but I find myself wondering how we can move in this direction? There are so many changes that need to be made at every level of education and government that it seems almost impossible that we will actually ever be able to provide this type of environment to our students.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Doesn't it also mean a lower student-to-teacher ratio? I also think it seems nearly impossible to implement on a wide scale basis. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the system needs to change from top to bottom. If we aren't able to see change in the levels of education we will continue to struggle to see significant change.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree whole-heartedly Jessica! Transitioning from a more traditional model to a personal learning model would be a HUGE undertaking. We aren't just talking about PreK-12 education, but post-secondary as well. Teacher preparation programs would need to be overhauled as well. How does everyone get on the same page in terms of what Personal Learning means and what it involves? There is much work to be done at all levels of the educational system as well as the government that funds the public educational system. I can't really wrap my head around this monumental task.
    • ascallon
      ascallon on 14 Jul 15
       
      I agree students need to make their own choices.  How does the teacher motivate the student to choose more than the basics to get by.  Many students I see want to do the bare minimum and nothing more.
    • alissahansen
      alissahansen on 14 Jul 15
       
      I agree that change is going to be difficult and that the entire educational system would need to be revamped, and that would also mean students would need to be trained for this type of learning environment because they have been born into this "one size fits all" system. I am curious what that training would look like. I am also thinking that communities that are homes to these schools would also need to be educated on personalized learning, or I fear major problems. (Alissa Hansen)
    • nwhipple
      nwhipple on 15 Jul 15
       
      I changed up my teaching this year and did less large group time and more centers and small group instruction time.  I found that my time with a small group worked really well because it was individualized by what their needs were.  However, I am still tweaking my centers and how the kids motivate themselves.  I have things for them to do, but to get them to do "more" is the hard part, unless you are scaffolding it, constantly.  (Natalie Whipple)
    • moodyh
      moodyh on 15 Jul 15
       
      In my traditional high school classes, I am trying to work towards a more personalized classroom experience, (although I realize in taking this class that it's actually more of a differentiation approach.) I think someone has to initiate the change and make it successful and more people will try it.  
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am curious what you are doing to make your high school classroom more personalized. I am trying to do the same thing, but is very tough as I have classes of over 25 and see over 100 students everyday. I want this as my goal, but it seems like quite the mountain to climb. I like doing small groups, but my biggest issue is that I only see students for 45 minutes. I am not sure that is enough time to create a truly "meaningful line of inquiry, while building the skills to connect, synthesize, and analyze information into original products." (Alissa Hansen)
    • edamisch
      edamisch on 15 Jul 15
       
      What if a student's pace is excruciatingly slow?  How will a teacher ever get through everything? 
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything. 
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree with this statement.  Learning is a process of discovery, the acquisition or knowledge and sklls, and although you can learn many things by googling information, true learning goes beyond that.  You must know how and when to use this information.
    • bakersusan
      bakersusan on 15 Jul 15
       
      I too agree with this statement. Technology is a tool and shouldn't be expected to solve "problems" within education. I work in a 1:1 school, and as staff have come to a better understanding of technology and what it can and can't do, I see more true learning taking place. Once still has to remember that the most important component of learning are the people, not computers, iPads, etc...
    • alissahansen
      alissahansen on 15 Jul 15
       
       Agreed! I have students who cannot even tell time on a clock that is not digital or read a map...this is where things are going if we use technology for technology sake. (Alissa Hansen)
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom&nbsp;leave&nbsp;little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement really resonated with me. I feel like as a teacher, we are supposed to "do it all." We are supposed to meet the individual needs of each student while also providing a mandated one size fits all curriculum with the goal of better test scores, and if we can't do all of this, then we are told that we have failed as teachers.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      Standardized testing is not consistent with personal learning. So how would schools be evaluated for progress? I don't see standardized testing going away anytime soon, but then again, it will take a long time to implement personal learning in a school, let alone the entire state and country.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Interesting and good point! I think this is important for all educators to realize and know that personal learning should never require technology. We need to use it to support our student's on going learning.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Maybe the idea of grading needs to be evaluated.  Even standards based grading does the same thing.  
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a difficult. How do we address this?
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      We use common rubrics that we design as a staff and use CCS as our guide.  It is difficult to set up at first, but it becomes second nature after a while.  On standardized writing, we set a baseline on three different student submissions so we are all on the same page while grading with the rubric, and we all understand what "proficient" and "approaching" clearly mean.  I have done this in two different districts--perhaps it is the same all over?
    • kainley
      kainley on 15 Jul 15
       
      We also use common rubrics that we designed. We are constantly changing them as we learn more about the standards. I love your idea of bringing submissions to a PLC and discussing what is truly proficient. I do wonder, how did you get your team to be brave enough to share?
  • not about giving students what they want, it’s about a
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a fear of mine. So difficult to not do for them what we really need them to do!
  • recommended learning path just for them.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      As a user of a couple ed-tech products, they are really no different than what happens in the traditional classroom. Students are receiving the same content but in a different way. This is still not a personal learning opportunity but an individualized learning opportunity. All of the students are still meeting the same objectives and completing the same work. There is really nothing personal about it. In a weak defense of these products, I have had students do quite well using ed-tech programs. They were at least showing up to school on a more consistent basis and completing work. That doesn't necessarily mean that it was the best way for them to learn but it was a slight improvement over their previuos experience in the traditional high school setting.
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think using a program like Edgenuity is personalizing for students.  All students use the same program.  I think it's more differentiation and individualization.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with you that programs like Edgenuity are more about differentiation or individualization and not personalization but I think we can get there with programs like this if we can get the publishers to adapt them for more personalized choices. It can be built into the programming and if there is enough market f  or it they will create it. Education is a  slow moving train but with time and a push from educators this can and I believe will happen in the future.
  • because of the larger preoccupation with data data data data data.
    • ascallon
      ascallon on 14 Jul 15
       
      A comment from a recent high school grad--standardized tests don't show individuality yet schools are funded by test scores. 
  • Tracking kids’ “progress” with digital profiles
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think it's fair that one test has so much value for a student.  Iowa Assessment scores are used for PSEO criteria, class placement.  If the student tests poorly due to illness, classroom environment, or just a bad day--it can have quite an effect on his/her future classes.
  • their choices are limited to when — or maybe, if they’re lucky, how – they’ll master a set of skills mandated by people who have never met them.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I worry about students who have gotten all the way to high school with a lack of intrinsic motivation.  So many are off track to graduate, so I guess I wonder how PL will help these kids if they already lack motivation.  Often, their goals are to be in a trade, which is fine, but they may see their parent making this work look easy.  For PL, I feel cautious around motivating the hard-to-motivate.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is one of my greatest concerns as well. I have so many students who struggle to find anything to write about, read about, talk about that matters or is thought provoking to them. How would they handle the flexibility and independence that comes with PL? 
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Not every subject lends itself to technology, such as science, which requires hands-on lab work.
    • moodyh
      moodyh on 15 Jul 15
       
      Another image comes to mind. https://s-media-cache-ak0.pinimg.com/736x/1d/eb/5c/1deb5c1cf49a5dbb7689131f3cc8b9a9.jpg I am all for technology as an OPTION, not as a requirement.
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I totally agree! It is a seemingly impossible task to get students to put aside their technology for the sake of real world interaction.  I use technology, and invite them to use technology when appropriate and, ahem, innovative ;) but to get them interested in a novel is becoming increasingly difficult.  I feel that I share my passion for what we're learning, but it is a constant struggle to keep them interested without a screen.
    • kburrington
      kburrington on 16 Jul 15
       
      I think of my favorite teachers and the classes I felt I learn the most in and I never remember there being a computer there. Technology is a tool not a substitute for teaching. KB
  • artificially personalized
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • sheilig
      sheilig on 15 Jul 15
       
      Is this where Skoolbo, Moby Max, Scootpad, and other sites like these fit? 
  • Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
    • sheilig
      sheilig on 15 Jul 15
       
      YES! I don't see kids free reading enough. It's an inexpensive, easy, and effective strategy. It can be done when the internet is down, too! (I'm saying this because there have been times when we have lost power or internet and kids feel we should cancel school!)
    • alissahansen
      alissahansen on 15 Jul 15
       
      hahaha. I have heard that from so many of our students, and believe me, a little too often than not because our school is moving closer to 1-to-1 and it has done a number to the stability of the Internet, so of course as the district was increasing our bandwidth, there were a number of hours we lost power. But of course, I have students read independent reading novels each semester and create a project/presentation over what they choose, this gave them time to read in class! Most students really enjoyed reading a book, but I did have students look at me like I was crazy, "What, a book that is 100 pages or more?!"  (Alissa Hansen)
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • sheilig
      sheilig on 15 Jul 15
       
      There is so much information out there that talks about "personalized learning." So, yes, I agree that everyone in the district needs to be on the same page about the definition and ways to implement it.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance
    • kainley
      kainley on 15 Jul 15
       
      This is exactly why I think that PL will be a hard sell to my district. We ARE seeing growth on the test...does that mean that we are taking into account the whole child...no. However, this is how we measure growth and I'd like to know how we can even change that?
  • ‘We often say we wan
  • don’t lear
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that not all students learn the same way, especially at age 5.  I honor their learning differences daily but I am often challenged by grouping them based on their ability  and fitting in time to have them reach the standard for the day on their own.  The common core wants all kids proficient by the end of their school year in all their standards.  It gets tricky to personalize every child's learning and have them do it at their own pace when some may take 4-5 weeks to accomplish 1 standard.  This is where I worry about not having enough hours in the day and days in the school year.  
    • jroffman
      jroffman on 15 Jul 15
       
      I agree too! Not all students learn the same way I also think that is why now in the preschool classroom I am having to teach students how to play. I think that even at a very young age kids are taught to wait and be told what to do. I always think back to my youngest brother who struggled in school, and how he was told he would never make it. He went into farming and now at the age of 26 bought his first farm and milks over 100 cows, I would say he is successful even though he didn't make all of the common core goals. 
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      When I think of the work I do with high school students, this is clearly something we deal with every day.  I present information in a variety of ways to attempt to meet the needs of different learning styles and I really try to "keep it moving" to avoid losing the attention of very "short-attention-spanned" kids! I think we can all relate to this, and I certainly agree that personalization will help adjust traditional learning to meet the needs of all students a little better. (Jennifer Betz)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • kainley
      kainley on 15 Jul 15
       
      I love that students get choice. I love that they are connecting, synthesizing and analyzing. I love that they are creating something original. I guess I am wonder what a personalized environment would be for PL. In my class we follow the Daily 5 and with that, we have a comfortable reading space, cushions that can be brought to anywhere in the room, soft lamp light, tables for 4-6 students to work together, buddy areas.."home-looking." I mean is that what this is, or am I way off base?
    • jroffman
      jroffman on 15 Jul 15
       
      I struggle with creating a personalized classroom because of space, when students start projects one day they have to be put away at the end of play time otherwise we won't have space for large group or table activities. I also struggle with enough adults in the classroom, students are not comfortable with that much freedom and want a teacher next to them for guidance, but one teacher to 18 kids just doesn't work most of the time. My other issue is a personal issue I am an all or nothing type of person and I get frustrated when it doesn't look like I think it should. In reality I am probally doing an okay job with personalized learning, but I have LOTS of improvements to make. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree that many students have difficultly thinking outside of the box.  I believe that is because we have quashed individuality.  We ask everyone to conform to our standards.  Our society has a habit of criticizing those that go against the norm.  We expect all students to follow the same path and to want the same things.  Students don't want to be embarrassed for thinking or looking differently.  I see this happen frequently during group work.  There always seems to be a strong-minded individual who takes charge.  Many times other members' voices are never heard even though they may have equally as good of ideas, if not better.  Many students have zero confidence in themselves so they never stand up and let their voice be heard.  Hence, cookie cutters. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am nodding my head in agreement to your every statement here Lisa. With all of the assessments and data driven curriculum we have not given students any room or confidence to be creative or innovative. And when we do ask for it, students are so reluctant out of fear and that fear is paralytic. PL has so many benefits. Don't we want our future citizens to be innovators and critical thinkers? I think we do and our current educational system seems to imprison any originality. (Alissa Hansen.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with both of you (Lisa and Alisson) students today are afraid of being different or standing out because they are afraid of not being accepted. I also agree that society has taught us this lesson all too well. However, if we begin to initiate higher order, more individualized thinking and expression of ideas at an early age then our societal norms will eventually begin to change and persoanalized individual learning will become the expectation and eventually the new norm. We can only hope and dream for that day to come. 
  • Three words seem to be dancing around in my head of late when it comes to current thinking about education: “personalization,” “engagement” and “flip.” All three were on display on the vendor floor and in session rooms at last week’s International Society for Technology in Education conference in San Diego, one of the largest ed tech conferences in the world attended by upward of 18,000 people.
  • It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • moodyh
      moodyh on 15 Jul 15
       
      This is what happened in my last school district.  The administration thought that a computer program could solve all the issues, but very few students learned well from a computer program.
    • kburrington
      kburrington on 16 Jul 15
       
      We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think the issue is differences in the meaning of personalized learning. As we discussed in class previously, personalized learning is not the same thing as differentiation, which is supposed to meet students' needs. Personalized learning is truly about putting students in control of their learning and supporting them in developing that learning!
    • juliefulton
      juliefulton on 22 Jul 15
       
      When a student is unsuccessful in the traditional classroom we look to computer classes to fulfill the credit requirement. The focus is on successfully fulfilling the requirement rather than on learning. If schools were to turn to component recovery with a unit that allows personalized learning, the student could do both - learn and fulfill the graduation requirement.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers. It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • moodyh
      moodyh on 15 Jul 15
       
      This line makes me think of this image. https://marinarn.files.wordpress.com/2013/03/pic1.jpg I think there will have to be some re"training" for teachers and students to be able to deal with the vast sums of knowledge available to everyone.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed! In my own English classroom, and I know I am not alone, students have access to millions of reviews and analyses of the literature we read in our own classroom so my goal is always to have them either create a product based on their own understanding of a concept, character, plot point, etc. or I do my best to give them choices for them to navigate their own understanding. A lot of "required" literature is all found online and there is so much out there on most aspects of each piece. Technology can make this aspect very difficult as students have all of this at their fingertips, and our goal as educators is for students to gain their own sense of meaning from what they have seen, read, heard, while also building skills that lead towards mastery along the way. (Alissa Hansen)
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • dwefel
      dwefel on 15 Jul 15
       
      This is a great piece in the article. It really got me thinking of how boring school is for kids. As an educator I 100% want my students to be engaged and having fun learning. It would be so great to hear old kids tell their younger siblings how much fun school is!
  • Technology and the Web has radically changed that concept.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Technology has changed the way EVERYTHING is done in the classroom as students have access to EVERYTHING now. So, what can we do as educators to make sure they are having meaningful and authentic experiences in our classrooms? How do some of you deal with this issue? I know I put a lot of work into the in-class and out of class work that I have students do because many questions/answers can be found so quickly by students and this occurs anytime and anywhere. (Alissa Hansen)
  • “free to expand as a standardized individual.”[1]
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think this is a great quote that truly shows just how contradictory our world is! And especially with education. (Alissa Hansen)
    • principalchris
      principalchris on 16 Jul 15
       
      Alissa, I like this quote as well.  We are free to educate as long as everyone gets 100% on the standardized test.
  • more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
  • crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
  • can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions a
  • personalization only comes when students have authentic choice over how to tackle a problem
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I like how this is stated..."authentic choice." We all want to be given choice in what we do each day...personally or professionally.  I think it is imperative to give students choice, when possible, in their learning.  But, the term "authentic" is what strikes me, because when I think of the choice I'm able to give students, I question whether or not it is authentic. When I offer students their choice of six different novels to read for a unit of study, is that truly authentic?  I'm doubting so.  It is a struggle, for sure.
    • katie50009
      katie50009 on 16 Jul 15
       
      I was also struggling with the word "authentic" here. Or even "how to tackle a problem." What problem? Why is this an important problem to tackle? Why? Would the student agree that it is worth tackling much less how to tackle it?
    • juliefulton
      juliefulton on 22 Jul 15
       
      I like the use of "authentic" however I am equally curious how a teacher manages a situation when the student does not believe it is worth tackling the question, as the previous reader noted. This is a great example of a need for PD - help teachers with strategies to inspire their students to want to take chances and risks to learn.
  • personalization only comes when students have authentic choice over how to tackle a problem
  • personalization only comes when students have authentic choice over how to tackle a problem
  • the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • edamisch
      edamisch on 15 Jul 15
       
      Technology is great and all, but it does have it's drawbacks.   A family friend was all excited that her baby could do XYZ on an iPad at a young age to find out later that her pediatrician thought that very thing might be why her speech was so delayed.  
  • better test scores
    • edamisch
      edamisch on 15 Jul 15
       
      I've been interviewing and the question every district seems to ask it about data, data, data.  Two and four years ago, this was not the case.  I believe this is because of the high stakes testing trend in recent years.  
  • individualism yet experience a “relentless pressure to conform.”
    • edamisch
      edamisch on 15 Jul 15
       
      This reminds me of the "hipster" trend - "let's all be different in the same way." 
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • edamisch
      edamisch on 15 Jul 15
       
      There are districts using Rosetta Stone as opposed to foreign language teachers out there! 
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another.
    • edamisch
      edamisch on 15 Jul 15
       
      I'll admit, there is one tiny, tiny part of me that thinks, "My parents' generation turned out alright without flipped/project-based/differentiated/insert every other educational buzzword here." Honestly sometimes I do wonder if all these best practice trends aren't leading to an egocentric, narcissistic  generation.  Selfies for example.  But then there's a larger part of me that knows the factory model doesn't work in education either.  
    • lisa noe
      lisa noe on 16 Jul 15
       
      I agree!  I think of all the amazing things that have been invented in history and wonder, how in the world did they do it without technology?!  I know that our world is changing, and that to continue to grow we must change, but sometimes things are better left as is. As I type that, I realize our educational system needs to be overhauled.  It's just that every time I turn around someone is trying to "sell" us something else they claim will work, and before we even have a chance to get it up and running something new comes along. :)
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I have to agree with this statement.  With high school students who are over-involved (or resistant to be involved in anything at all) homework is rarely a priority.  Perhaps for a math class or a world language class where they have actual "work" to hand in, but when it comes to students finding reading time outside of class and putting as much effort into English is a challenge, for sure.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is a common discussion in the English department at my school. We struggle to figure out how to make any kind of outside reading or homework a priority. We have tried providing more time in class, but then we often run out of time or students grow tired of doing one thing for too long. Trying to help them see value and meaning in the work we assign is tricky.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
  • The Web has changed or is changing just about everything when it comes to how we think about the ways in which we communicate, collaborate and create.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • kaberding
      kaberding on 16 Jul 15
       
      It is hard to compete with technology.  When I think of technology, I think of even simple things like a cd player, video (the old VHS), radio station (for current news), etc.  As educators, we have been using technology to teach since we could get our hands on it. How about a simple cassette player with the ABC song on it?  I'm sure every educator has put their hands on any technology device that can help their students gain a better understanding of what is being taught. So I tend to disagree with idea that we shouldn't have to engage students without technology.  We should have to engage them with whatever is out there; doesn't that contradict the whole idea of listening to lecture is not an effective teaching strategy?  Basically, when I think of the term technology, I think of any form of it; not just the Web.  
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with.
    • kaberding
      kaberding on 16 Jul 15
       
      Personalization scares me to the extent that we are not only talking about teaching the content, but being an expert in whatever they choose as personal learning.  Or at least knowing how or where they can access all the information for their personal learning.  With class sizes only growing, I am nervous to see how planning, tracking, and assessing the learning will go.  
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I will admit, this is the component of personalized learning I have not yet been able to wrap my head around. In thinking about how to manage the learning of all students in the classroom when the content may be different is kind of intimidating. Teachers who have experience with personalized learning like project-based learning have shared that it is not as difficult as it might seem and that the students work harder than they do. I think it is important that people don't get the idea that it is a hands-off approach from the teacher; it is simply putting the learning in their control and supporting them with developing their learning!
  • personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.”
  • personalization,” “engagement” and “flip.
  • personalization,” “engagement” and “flip
  • “personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.
  • “personalization,” “engagement” and “flip.”
  • engagement
    • kaberding
      kaberding on 16 Jul 15
       
      When I think of these terms, I think of differentiation.  To me that is what personalizing, engaging, and flipping learning can be.  Only until you add the term personal does that change and move away from differentiation.  
  • system of accountability in the U.S. educational system,
    • katie50009
      katie50009 on 16 Jul 15
       
      I struggle with the systemic changes that will need to be made to have complete personalized learning for all students while still have some accountability for what goes on in the classrooms of America. I don't want to appear negative, and I am certainly for personalized learning, but I am conflicted on how this can happen and still have accountability
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that there are a number of systematic changes that will need to occur before personalized learning really takes hold in the US. In my opinion, there are still many ways to keep teachers and students accountable through personalized learning (i.e. still meeting the standards but through a project-based way). It is going to take some time for policy makers and other stakeholders in education to realize the possibilities personalized learning has to offer. I think it starts with having success with it in our own classrooms and success only comes through a number of attempts! I like to think of it as "If not us, who? If not now, when?"
  • We often say we want creativity and innovation
  • whole-child personalization many teachers dream of offering.
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      Whether you call it personal or personalized learning, this is what it is all about! To nurture students' natural curiosity, we want students learning about things they are passionate about. By supporting students in creating projects that reflect their unique needs and interests, we are truly teaching to the child. Again, this doesn't mean teaching one student about addition using basketballs and another ballet shoes, but about getting students actively involved in their learning and putting more of the control in their hands. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • juliefulton
      juliefulton on 22 Jul 15
       
      I wholeheartedly agree with all of the comments and agree that we need to place emphasis on the young learners to change societal norms which are incredibly strong in the high school culture.
Jill Carlson

PLE Articles - 3 views

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

shared by Jill Carlson on 05 Apr 18 - No Cached
  • I could stand to be more savvy in my own organizing of online learning and networking:
    • krcouch
      krcouch on 05 Apr 18
       
      This is so me! I really need to create a personal learning environment for myself with everything in one place.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
    • dykstras
      dykstras on 06 Apr 18
       
      Right on sisters! I wonder how many of us DON'T feel this way?!?!?
    • brarykat
      brarykat on 07 Apr 18
       
      For me taking the step after doing more of my own PLE would be to help my staff.
    • tifinif
      tifinif on 08 Apr 18
       
      Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
    • dassom
      dassom on 08 Apr 18
       
      I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
    • carlarwall
      carlarwall on 08 Apr 18
       
      DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
  • ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
    • krcouch
      krcouch on 05 Apr 18
       
      Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
    • brarykat
      brarykat on 07 Apr 18
       
      Symbaloo has improved options since I was first introduced to it.  I'd like to help staff create their own!
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
  • allows students to direct and manage their own learning experience while pursuing educational goals.
    • krcouch
      krcouch on 05 Apr 18
       
      Nothing says great learning more than this...they decide how to reach their educational goal. great!
    • brarykat
      brarykat on 07 Apr 18
       
      Agreed.  It makes sense that students with invested interest in their education and ability to make choices will be more successful.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Exactly. This would motivate the students more than anything else.
  • ...31 more annotations...
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
    • brarykat
      brarykat on 07 Apr 18
       
      I love getting updates from friends teaching through outdoor classrooms or non traditional settings.  They always share the successes but also acknowledge any difficulties.  Trouble shooting is key for those making shifts to PLEs.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
    • dykstras
      dykstras on 06 Apr 18
       
      Agreed Kim! I also made a comment earlier about student motivation factoring into this too
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
    • brarykat
      brarykat on 07 Apr 18
       
      I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
  • &nbsp;I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
    • brarykat
      brarykat on 07 Apr 18
       
      I thought that was an interesting idea also.  We've discussed Symbaloo for years but I hadn't considered students creating their own.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
    • brarykat
      brarykat on 07 Apr 18
       
      Very true for this to be successful.  I think a step before that is to do an in-depth training for staff.  So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance.  PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • dykstras
      dykstras on 06 Apr 18
       
      Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
    • blockerl
      blockerl on 08 Apr 18
       
      I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • dykstras
      dykstras on 06 Apr 18
       
      What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
    • brarykat
      brarykat on 07 Apr 18
       
      Lol!  I have a small group of students everyday.  Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period.  I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style.  However, realistically I believe this would be more difficult for me in a class of 30.  I want to learn strategies and then help other teachers to take the leap.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dykstras
      dykstras on 06 Apr 18
       
      This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
    • brarykat
      brarykat on 07 Apr 18
       
      I agree with this also.  Motivated students are not my concern.  It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning.  These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
  • facilitation of students’ “active role in the learning process”
    • dykstras
      dykstras on 06 Apr 18
       
      I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
    • brarykat
      brarykat on 07 Apr 18
       
      Yes, how do we instill the intrinsic value of personal growth and learning?  I see one way is connecting to real-world implementation.  Students ask "why learn this" and "when will I ever use this".  I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
    • dassom
      dassom on 08 Apr 18
       
      I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bbraack
      bbraack on 07 Apr 18
       
      I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
    • carlarwall
      carlarwall on 08 Apr 18
       
      So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • bbraack
      bbraack on 07 Apr 18
       
      This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
  • Not every student is ready for this responsibility,
    • bbraack
      bbraack on 07 Apr 18
       
      It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
    • dassom
      dassom on 08 Apr 18
       
      The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
    • carlarwall
      carlarwall on 08 Apr 18
       
      I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I would totally agree that not every student is ready, but isn't this the point of personalized learning?
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • bbraack
      bbraack on 07 Apr 18
       
      I think when students are able to customize their learning, then they take more ownership of it and are more inclined or motivated to do it, share and work with others wanting to learn the same thing or similar things.
  • clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • tifinif
      tifinif on 08 Apr 18
       
      I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
    • blockerl
      blockerl on 08 Apr 18
       
      That's smart! I bet it is really helpful for the elementary students! :)
    • carlarwall
      carlarwall on 08 Apr 18
       
      I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • tifinif
      tifinif on 08 Apr 18
       
      Teachers and kids love this at my school. I even give families the link so that they can use at home. They know that if I put a resource on it, that it is safe to use and they don't have to be roaming around looking for stuff that may end up being inappropriate.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
  • PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
    • dassom
      dassom on 08 Apr 18
       
      I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
    • schma3
      schma3 on 15 Apr 18
       
      Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
  • supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
  • teacher centered classrooms to more learner centered classrooms
    • dassom
      dassom on 08 Apr 18
       
      When we can get teachers to put the focus back on what the student needs, ideas and classroom revolutions like PLE's or flipped curriculum become much more likely.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • blockerl
      blockerl on 08 Apr 18
       
      This is extremely important. If we want to do something well, we must have good support and good training. It makes more sense for the teacher to initiate the training because there will be more buy-in.
  • I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
    • blockerl
      blockerl on 08 Apr 18
       
      Our teacher librarian uses Symbaloo to organize the library resources like databases, the library link, etc. It's a nice visual.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • carlarwall
      carlarwall on 08 Apr 18
       
      I think it is great that this type of learning will help to shift the mindset of the students to one in which they think learning can happen anywhere.
  • Study group resources
    • schma3
      schma3 on 15 Apr 18
       
      I saw this being used with Freshman- this was a way for them to organize their resources for a research paper.
  • Symbaloo EDU
    • schma3
      schma3 on 15 Apr 18
       
      I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
  • You can share with the public or with a select group of individuals (via email).
    • schma3
      schma3 on 15 Apr 18
       
      I like how easy it is to share web mixes with others. You could use Google Classroom to share different symbaloo's with different sets of students.
  • let’s never forget it is an ongoing balancing act.&nbsp;
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is true of teaching in general, especially when they are doing PLE!
  • sharing with others.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      This reminds me of the first grade blogs, I used to have my students do years ago. They loved the feedback from their parents and grandparents.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      What would be the best social media platform to use for lower elementary students?
  • Symbaloo
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I love Symbaloo and the fact that it is user friendly enough for first graders to use!
kathleenweyers

Implementation in an Elementary Classroom (Articles) - 0 views

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

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

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

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

shared by Heather Whitman on 21 Jan 18 - No Cached
  • overflow of testing
    • nickol11
      nickol11 on 21 Jan 18
       
      I couldn't agree more with this statement. I feel like every other week we are testing our students through MAP, Iowa Assessments, etc. I am also from a TAP school so we are doing Pre/Post/Strategy testing in our rooms, as well.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I would love to learn more about a TAP school as that is a new term to me. I would agree with this statement too about doing testing overload.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is still a very true statement eight years after this article is written! The movement/shift is to move to more project based learning etc. but our testing systems have yet to make any changes. Very frustrating for teachers and students.
    • dykstras
      dykstras on 25 Jan 18
       
      Progress monitoring for intervention students comes to mind when I read this. These kids generally struggle enough as it is, so rather than use instructional time to help them learn more, we test tehm instead.
    • staudtt
      staudtt on 29 Jan 18
       
      This is one of my biggest pet peeves with education today. We get kids for only so long and so much of it is sucked away by standardized testing.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      I also agree with this statement and others comments. I wish we could find a good balance of testing and actual hands-on learning. Testing is stressful on everyone and takes the fun out of learning.
  • The four categories of learning targets are
    • nickol11
      nickol11 on 21 Jan 18
       
      This is the main goal of our current district. I find this information to be really important as there are so many items and content areas being assessed. I feel it is important to look and asses in all of these areas for our students to really make sure they are learning the items we are giving them.
  • Are results communicated in time to inform the intended decisions?
    • nickol11
      nickol11 on 21 Jan 18
       
      I feel that this is an essential part of teaching in addition to that of learning targets. Students must know where they are going before they start. They need a glimpse of what may be expected of them and possibly what not to do, as well.
  • ...63 more annotations...
  • performance assessment and personal communication,
    • nickol11
      nickol11 on 21 Jan 18
       
      I agree that we should see more performance based assessments with much for feedback for students. As we know each student is different this type of assessment create and opportunity for a student to create something to showcase their learning. Many times they will become more engaged and will retain much more information in the long gun. I am curious if some teachers stray away from these assessments?
    • brarykat
      brarykat on 25 Jan 18
       
      You ask a very good question.  I was trained in project-based learning.  Students can benefit so much from it but it can be overwhelming for the teacher without training.  I would guess many teachers shy away from performance based assessments for the same reason.  Putting forth more time in feedback to students could be a deterrent also. Especially in middle school or high school due to the number of students.  Time for grading and to write feedback for performance based assessments would be necessary to do it with fidelity.
  • grouping the assessments into levels
    • nickol11
      nickol11 on 21 Jan 18
       
      I am grateful to be apart of a district that recognizes this need and is providing us time to build our assessment plans while we are building our learning targets.
  • Who will use the results to inform what decisions?
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I think this is an important question. Who are the results for? The teacher? The student? The parent? Administrators? Legislators? I'm not sure the right answer, but it's an important question to consider.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I feel that everyone uses that results differently too to meet their needs and can construe them to fit their agenda.
    • krcouch
      krcouch on 29 Jan 18
       
      Totally agree with this! Who actually sees the results and how are they using it? Every teacher uses it differently for sure. And they need to be used to best benefit the student.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Many districts are moving to standard based grading. After more explanations and understanding to students, families, community, staff, and legislators occurs, I think this will help. The focus on the standard and after breaking it down many ways and with much thought, the results are shared. I agree that people can construe the results to look better or gain something, but we have to focus on who matters. It is for the students and those doing the teaching to really make decisions where to go next. Let the data talk.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      Having the end in mind is important in teaching, because otherwise we aren't teaching what we are assessing, which ultimately makes our assessments useless.
  • descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      This is time-consuming... every teacher knows this is helpful, but we don't always have the time to provide the immediate feedback. Aghhhh...
    • brarykat
      brarykat on 25 Jan 18
       
      Right… and we are now a society with expectation of immediate feedback on many aspects of life that waiting can cause great frustration.  Technology has provided many ways for teachers to provide immediate feedback, but without trainings many educators don't have knowledge of support tools.
    • blockerl
      blockerl on 28 Jan 18
       
      I really like using Google Docs in my classroom to provide immediate feedback to students, especially when typing an essay. For example, this week I had students "finish" their memoirs much faster than their peers. With the use of Google Docs, I was able to provide them with immediate feedback about what they can do to improve their paper. Immediate feedback is hard, but I try to get papers back with clear feedback to my students as quickly as possible.
  • self-assess and set goals.
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      I'm trying to understand this better as I'm creating an online class for students to take. I'm trying to understand how students can take some ownership of their assessment and learning, but also struggling a bit to wrap my mind around it.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      There is a huge effect size for student goal setting. So essentially, huge ROI if students understand what is the goal and where they are in relation to the goal and how they are going to move closer to the goal. So if you can create the opportunity for students to self asses, it will be time worth spent.
  • formative point of view
    • jhazelton11
      jhazelton11 on 23 Jan 18
       
      There's certainly more focus on formative assessment nowadays compared to years ago, where we did more summative.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! It is important for teachers and students to have the feedback of knowing where they are instead of figuring it out after taking a summative assessment.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • hansenn
      hansenn on 24 Jan 18
       
      These targets should be the criteria on your rubric or the focus of your questions. It can be challenging to create questions that directly relate to the targets.
    • brarykat
      brarykat on 25 Jan 18
       
      I agree.  Rubrics can help students and the teacher stay focused on the expected outcome.  I appreciate the suggestion that the teacher should use rubric verbiage in the feedback to the student.  Which also means the vocabulary in the rubric needs to be clear and understandable.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      I think rubrics are critical for assignments/projects. We are letting the students know what the expectations are for the assignment.
  • not
    • hansenn
      hansenn on 24 Jan 18
       
      I once read that you were not suppose to use not in a selected response, but I still use them because it makes students compare and contrast the concepts.
    • dykstras
      dykstras on 25 Jan 18
       
      I agree. It's not a trick question.
  • Students learn best when they monitor and take responsibility for their own learning.
    • hansenn
      hansenn on 24 Jan 18
       
      I have been trying to have my students use a rubric to evaluate their own progress. If i have time to talk to the student and compare our scores and provide oral feedback it works better. Online meeting with the student might be more difficult.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I think when any human does self-reflection their is more meaning behind it and we carry those skills with us longer and they are personalized.
    • dykstras
      dykstras on 25 Jan 18
       
      I tried to do this through Google Forms and share results with parents at conferences, hopefully to show correlation between what their kid thinks they understand versus what they demonstarte they understand. I have to admmit, it failed. Kids ranked themselves high almost everytime as if they thought it would affect their grade. it ended up having no impact on achievement. Perhaps I will try a different approach at a later time.
    • bbraack
      bbraack on 27 Jan 18
       
      When a student takes responsibility for their own learning, then when they understand or meet the standard, then they know they have learned something and did it they feel good and have accomplished something.
  • ongoing information needs of teachers and students.
    • hansenn
      hansenn on 24 Jan 18
       
      The needs of the school or teachers is to be able to grade the assessments. If standardized test are selected response and short answer because the results can be calculated quickly. They can measure some higher thinking skills, but most are not. Why do people place so much importance on the test.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Great question and observation!
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      I find this interesting. Authors are betting that giving up instructional time in favor of testing will pay off in terms of better decisions about students and what seems to be for some, the ultimate goal of improved standardized test scores. Assuming assessment structure and frequency is balanced as the paper outlines, that's a good bet.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      what is interesting is that most teachers are doing formal assessment throughout their teaching, using RTI (response to intervention) time etc.
    • dykstras
      dykstras on 25 Jan 18
       
      See my comments on the 'overflow of testing' highlight. Guess I should have read a little further. This is like betting on giving up one hour of instructional time every Wednesday for professional development will increase student achievement.
    • carlarwall
      carlarwall on 26 Jan 18
       
      We also need to find a balance of instruction and assessment. How can we expect students to perform well on assessments when there is little or no time for instruction on the concepts being assessed because of all the testing.
    • blockerl
      blockerl on 28 Jan 18
       
      I'm interested to know what they are basing this on. So, if I test my students more, they will learn more?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      This is an excellent visual to help assessors think carefully about the learning target and in turn selecting a proper assessment method. It even has some flexibility supporting a multiple measures type of approach. Accuracy is important and this matrix can help serve that goal.
    • brarykat
      brarykat on 25 Jan 18
       
      Well said Mike.  I think this would be a helpful document for teachers to keep in a ready reference file.  I hadn't considered some of the reasons why certain assessments would not be a good match with the learning targets. The explanations whether good matches or not are quite helpful.
    • blockerl
      blockerl on 28 Jan 18
       
      I, too, really like this chart. It is a nice, simple thing for teachers to use when they are in their teams coming up with Common Formative Assessments.
    • staudtt
      staudtt on 29 Jan 18
       
      As eveyone has stated, this chart really does a good job of breaking down quality ways to look at learning targets. It keeps it simple yet you get some quality information.
  • Will the users of the results understand them and see the connection to learning?
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Assessment, as a science, can be tough to comprehend for professional educators, let alone a 8 year old, a parent, a school board member or some guy reading an article in the Des Moines Register. Ask ten people to explain validity and reliability and you might be surprised at the results. What I like about the concept in this article is that it emphasizes the "context" of the assessment. Do users of results truly understand what they are looking at and most importantly connect to a big picture and take the next step? Communication is important but so is education and review of assessment principles for all users of results to understand.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      Great observation Mike! You summed up this article perfectly. All of the focus and discussion on assessments doesn't do any good if the people involved aren't truly understanding the information that is being shared with them. People can't comprehend next steps if they don't understand the information in the first place.
  • Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate users.
    • Mike Radue
      Mike Radue on 24 Jan 18
       
      Great conclusion and mission. After reading this, I have definitely been challenged to take a closer look at how I view assessment, its purpose and what to do with the results. Seeking balance in the manner in which we conduct assessment and committing to improve assessment literacy for myself and others is a key take-away for me.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Seeking balance in assessment is something I gained from this article too. I will be looking at assessment differently.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      Agreed! Balance is the key to anything. We need to show the students that assessment is important in any form. It is how we grow not only academically, but personally.
  • results that point student and teacher clearly to next steps
    • brarykat
      brarykat on 25 Jan 18
       
      Over the years I've observed increase in doing constructive lessons due to results of assessment. When I was new to this profession the assessment was the focus.  Now I see more emphasis on helping close gaps in learning located through assessments. However, time for assessments to be evaluated and locate those areas that need review or to reteach (possibly in a different method) is mandatory. Allocating the time needed for teachers to evaluate results should be a priority for administration.  
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I agree. I think following the PLC framework helps teachers collaborate about the learning needs based on assessments.
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      Hi Lisa! I completely agree with adding stock to the PLC framework so that teachers have intentional and regular time to have these conversations when there is plenty of time to act up on results and adjust instruction.
  • Assessment quality and assessment balance
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I believe we need both quality and balance. I believe we were on the right step with Smarter Balance when the decision was made to halt that process and put it on hold for various reasons.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I couldn't agree more. Smarter Balanced is the most standards based assessment available and instead of top quality for our kids and teachers, the legislature chose to spend less for lesser quality for our kids. You can see it's a hot topic for me.
  • basis of a single measure
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      This is a sad day when we as educators take one single measure and make life long decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      I totally agree! Basing decisions on one assessment is like interviewing someone for a job and only asking one question. We need to look at multiple artifacts when making decisions that are best for students including any social/emotional needs of the student.
    • krcouch
      krcouch on 29 Jan 18
       
      Agreed! a single measure should not dictate what our students know and how they learn. Students learn many different ways...visual, auditory. and test many different ways...
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true! One test, or one event, should not define a student. That goes against us teaching our students to be life long learners and having a growth mindset.
  • including students
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The learning targets and reason for the assessment needs to be first and foremost clear to the students. Teachers need to take the assessment before hand to assure it aligns with the teaching standards that they intended to be taught.
    • dykstras
      dykstras on 25 Jan 18
       
      Our district has made a strong push to write all learning targets in student friendly language, often times utilizing "I can" statements
  • learning targets
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      These have to be clear and concise and match to the common core.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Clear learning targets are not only key when assessing, but they are also important during instruction. With that being said, that does not mean just posting them in your room, but using them throughout instruction.
  • choices in the assessment methods
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using a choice of assessment methods is important to capture for all students their knowledge on a learning target.
  • noise distractions
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      I was in a classroom the other day and she had the radio playing in the background and it was a distraction for me. I was trying to work with a special ed student on a science assignment and has a hard time concentrating.
    • srankin11
      srankin11 on 29 Jan 18
       
      If a student focuses better with music, why wouldn't a teacher have that student use ear buds? There are many students that would be distracted by the music/radio and may not say anything to the teacher.
  • Feedback to students can use the language of the rubric
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      Using the same wording from the rubric is another way to enforce the students' learning and reinforce skills.
    • dykstras
      dykstras on 25 Jan 18
       
      Again, I should continue to read before commenting. I just said the same thing in a previous post :-)
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, using the same language helps to reinforce for students that this is important.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      The key here is formative and summative and ongoing assessments. We don't stop with one and move on we want all students to learn the prioritized standard to mastery.
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical! We need to have balance in our instruction and assessment. We don't want to be that teacher that practices "Death by assessment".
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs. This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is critical and just reaffirms that balance is the key. Teachers need to be adding/weaving the various assessments within their normal routine.
    • staudtt
      staudtt on 29 Jan 18
       
      And the key/struggle at times is finding what type of assessment/s fits the learning target/s to maximize the time a teacher has.
  • he decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 25 Jan 18
       
      This is a critical piece! There has to be some guidance from the district level to school level to teacher level, but buy in really has to be at the teacher/student level. Another thought could be that it is driven from the bottom up instead of top down.
  • (selected-response, extended written response, performance assessment, and personal communication)
    • stephlindmark
      stephlindmark on 25 Jan 18
       
      It is important to keep all four of these options within the assessment for students to show their knowledge.
  • Making decisions that affect individuals and groups of students
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      I have always disliked the notion of adults thinking a test score will determine a child's future, and then impacting that future by giving that child the message that their test scores are who they are.
    • jwalt15
      jwalt15 on 30 Jan 18
       
      I agree with your dislike of the notion of adults thinking a test score will determine a child's future. I feel that puts too much pressure on student's when they are testing and increases their anxieties. Single test scores cannot accurately measure one's thinking and abilities. I wish that society would change their thinking and listen to educators who are actually in the classrooms.
  • organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • lisamsuya
      lisamsuya on 25 Jan 18
       
      This is difficult but important work. In my experience teachers are not well trained in creating assessments that are aligned in this way. I have attended some trainings in this, and as an instructional coach, I try to support quality assessment creation by teachers. However, in the long run, I think that it is better if schools adopt materials that include assessments that are aligned to common core and are already vetted by organizations such as EdReports to be of high quality. It saves times, and the models from these materials actual teach the teachers along the way of how to create tests aligned to learning targets
  • stable estimates of student achievement
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      A major challenge we are confronting at JHS is that assessments (and by that I really mean evaluations/grades) are 'dead'. They aren't about growth, they are entered as numerical grades into Infinite Campus. This has made 'assessment' a dirty word (like the overflow idea below).
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I know what you mean. This year with some SBAR transition work, the teachers did not have to enter the district end of term assessments for math (and maybe other content areas?), but the teachers were told they could still use the assessments. It was interesting to listen to conversations when teachers could actually assess and then just use the info to inform their instruction rather than just to perform a function in Campus.
    • dassom
      dassom on 28 Jan 18
       
      I love the word stable in this sentence. We have CTT that arent giving enough CFA's to catch kids before it's too late. We have the flipside though the some CTT's are giving almost to much assessment that the kids aren't getting a chance to struggle (which is not the correct tern). I think with practice teachers will get better at it, but it definately needs to be a quality good balance. Too much or too little can be harmful both ways.
  • Clear Purpose
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      Too often the purpose of the assessment is to see if a student knows the content or not at the end of a unit or chapter. This article would be good to share to change that idea.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Exactly. We need to think about the final product or big idea of what we want them to know even before creating a test/assessment.
  • Sound Assessment Design
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a major challenge! Teachers need support in learning about and reflecting on assessment design.
    • srankin11
      srankin11 on 29 Jan 18
       
      Agree! I believe teachers not only need the support but also the time. To write a sound assessment takes time. For many subjects, there may be quality assessments included with textbooks. For other classes, all assessments must be written by the teacher. This takes time to produce a quality assessment.
  • Student Involvement in the Assessment Process
    • trgriffin1
      trgriffin1 on 25 Jan 18
       
      This is a daunting idea when a teacher may teach 6 periods of the same content to 25 students at a time. Teachers need to see this as doable and students need to develop these skills.
  • selected-response formats, extended written response, performance assessment, and personal communication
    • dykstras
      dykstras on 25 Jan 18
       
      Multiple assessment methods is and always has been best practice. Choosing only one style of question type can prohibit many learners from expressing their knowledge of the material. There are too many lerner styles in any given class to apply a one size fits all assessment.
  • teachers must provide the results in a way that helps students
    • dykstras
      dykstras on 25 Jan 18
       
      This is where I think our work with rubrics shows students how to grow.
  • taking advantage of dependable data
    • dykstras
      dykstras on 25 Jan 18
       
      It all boils down to this for me. What data do I have? Why do I have it? What am I going to do with it? How will it impact student achievement?
  • common assessments
    • leighbellville
      leighbellville on 25 Jan 18
       
      Common assessments are a focus now during our Professional Learning Communities (PLC) work. There have been concerns expressed by educators that students are asked to complete too many assessments now. However, I have also observed when additional assessments can allow students more flexibility in terms of movement based on individual growth. If a student is tested only once per year and this one piece of data is used to guide decisions throughout the year that would not be in the best interest of the student either.
    • dassom
      dassom on 28 Jan 18
       
      I know common assessments can be terrifying to teachers because of what it actually showing. The results are a reflection of how well your students did, but it is also a reflection of how well you did teaching the concepts. It's hard to be in "competition" with another teacher. When teams develop that true collaborative mindset they are less likely to see it as a competition but with the wrong dynamic sadly that's exactly what it could seem like. I think the common assessments also hold the teams accountable to each other because it's what they are agreeing to teach their kids.
  • formatively
    • leighbellville
      leighbellville on 25 Jan 18
       
      Formative assessment is such an important piece. Students need feedback throughout the learning process, and providing ungraded feedback is essential. For those interested in learning more about formative assessment, I found the book Embedded Formative Assessment by Dylan Wiliam to be helpful.
  • For example, if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches, whereas performance assessment or personal communication may be less effective and too time-consuming
    • leighbellville
      leighbellville on 26 Jan 18
       
      It is an important point to consider whether we are choosing the right assessment. I have observed previously when personal communication was chosen as the assessment method, which was not the best use of the student or teacher's time. Though opportunities should be provided for personal communication, we need to consider when it will have the most impact.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      Performance assessment can be time consuming but can be a big picture look and communication between student to student, student to teacher, student to expert can help grow as well. Earlier the article pointed out the need to have multiple measures. I see the need to really focus on what the goals are and use the table below to help people make decisions based on the current need.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • leighbellville
      leighbellville on 26 Jan 18
       
      Asking students to track their own progress in relation to learning targets and communicate their status to others can be impactful. When students self-assess and dig deeper into the language of the learning targets to set goals, they will have a much clearer understanding of the expectations.
  • Only assessments that satisfy these standards—whether teachers' classroom assessments, department or grade-level common assessments, or benchmark or interim tests—will be capable of informing sound decisions.
    • carlarwall
      carlarwall on 26 Jan 18
       
      Having criteria for assessment and understanding the purpose is so important.
  • Do the results provide clear direction for what to do next?
    • carlarwall
      carlarwall on 26 Jan 18
       
      This statement is so important. When we are analyzing the results of assessment we should not just looking at how many points a student got. Digging deeper into what they were successful at, where they had any misconceptions and then planning from there is so important.
    • krcouch
      krcouch on 29 Jan 18
       
      so important. They need to know where to go next and what they can do to improve.
  • current practice
    • Jen Van Fleet
      Jen Van Fleet on 26 Jan 18
       
      I'm going to push back on "current" here. I know that in Davenport teachers are working HARD to look at common formative assessments and daily quick checks to inform instruction so that kids are ready when they reach the common summative assessment. It's a work in progress, and not everything is perfection yet. However, conversations about learning in real time are happening, and it's awesome.
  • Most assumed that a low score or grade was probably justly assigned and that a decision made about a student as a result was as defensible as the evidence on which it was based
    • Heather Whitman
      Heather Whitman on 26 Jan 18
       
      moodle_iowa
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I have heard adults remember the testing as a child and parents say, "My child just isn't a good tester." I don't test very well. I avoided getting a masters from some schools because they required the GRE to get into the program. NO WAY! I often wonder why a GRE score determines who can take the courses and pay anyway? How should our colleges/universities look at the biases of testing and/or knowing some people haven't taken certain courses in 20 years?
  • multiple measures
    • krcouch
      krcouch on 29 Jan 18
       
      I agree. Multiple measures is a better measure of sucess.
    • emmeyer
      emmeyer on 03 Feb 18
       
      Yes, this encourages our growth mindset!!
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the multiple measures really help us see the whole kid. What if I am artistic in nature and don't show what I know on the basic tests? What if I am ultra creative in writing? What if my strength is technology, and I disengage because all I want to do is create. Multiple measures is imperative, and we need to look at different ways as well.
  • t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
  • wealth of data
    • bbraack
      bbraack on 27 Jan 18
       
      There definitely is a wealth of data with all of the testing students have to go through. Sometimes it seems that nothing is really done with it or that there is so much that it is hard to understand or interpret the data.
    • emmeyer
      emmeyer on 03 Feb 18
       
      On the other hand, right now, our district only has the FAST test for reading and there are no other consistent assessments across the district.
  • NCLB has exposed students to an unprecedented overflow of testing.
    • bbraack
      bbraack on 27 Jan 18
       
      It seems that students have to take so many tests, such as, Iowa Assessments, MAP, or whatever and it doesn't really seem much is done with the data. I know if I was a student I would be frustrated with all of the tests they have to take.
  • quality and balance
    • bbraack
      bbraack on 27 Jan 18
       
      I think the key here is quality and balance, but because of all of the Standards that have to be taught in a year, sometimes the quality isn't what you would like and there really isn't a balance with all of the types of assessments students have to take.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 30 Jan 18
       
      This is critical. We, and I really mean the state/districts go overboard at times and do too many assessments. Students and teachers need a balance - otherwise it is just another case of teaching to the "test'>
  • such as "Focuses on one specific aspect of the subject" or "Makes an assertion that can be argued."
    • blockerl
      blockerl on 28 Jan 18
       
      I would be fine with this as long as the student also explains how their assignment "Focuses on one specific aspect of the subject." If we just as them to apply a piece of the rubric to their assignment, they are going to often just pick something that sounds pretty good and copy/paste it into the reflection.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • blockerl
      blockerl on 28 Jan 18
       
      This is a good point. Performance assessment and personal communication are great ways to measure a student's learning and/or knowledge. I think sometimes we forget about this because we are so used to preparing students for a selected-response test.
    • dassom
      dassom on 28 Jan 18
       
      I know giving multiple assessments over the same learning target can seem time consuming for teachers, and makes it less likely to happen. If teachers had training or ideas of how to assess in a fast or effective way they might be able to take advantage of this concepts, which most know is a valuable but hard to do with time constraints.
    • tifinifog
      tifinifog on 30 Jan 18
       
      Great idea. I like the idea of practical use. It goes back to the saying "when am I ever going to use this" statement. Its good to have students know or understand how, when or why they need to know.
  • clear statements of the intended learning
    • dassom
      dassom on 28 Jan 18
       
      I think of the clear learning targets as the lessons that the teachers are promising to teach. In my district we have pacing guides as well as end of the quarter assessments that are the same district wide. All the teachers are expected to teach these concepts. The style may be different but the outcome or learning targets still need align. It holds teachers accountable but also is promising the students fair curriculum district wide.
  • assessment literate
    • dassom
      dassom on 28 Jan 18
       
      I've never see this term before but I think it truly applies to the process of our CTT process in our district. We have the question to ask what do we do if the don't know it, and then the follow up question what do we do if they still don't know it. It's important for teams to understand what information will be obtained from the results and what the plan is for kids that are proficient or successful at the assessment the first or even second time around.
  • formative applications involve what students have mastered and what they still need to learn
    • staudtt
      staudtt on 29 Jan 18
       
      This is something I still struggle with doing well. Sometimes it is a time thing, but helping guide students before the summative is important and I'm trying to better at.
  • effective feedback
    • srankin11
      srankin11 on 29 Jan 18
       
      Effective feedback is so important to student learning success. It's not the final grade that is important but the learning that has taken place.
  • teachers can choose among the four assessment methods
    • srankin11
      srankin11 on 29 Jan 18
       
      Assessing in a variety of ways helps to see what the student has learned. Giving short-answer formats may be quick to give results plus give practice to taking standardized tests. Having some assessments that require higher-order thinking may give other results that could be beneficial.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures
    • jwalt15
      jwalt15 on 30 Jan 18
       
      This is a powerful statement because I feel that assessment literacy and design is not an area of focus in teacher preparation programs. At least it wasn't a focus when I was an undergrad, but hopefully that is changing.
  • vague directions,
    • tifinifog
      tifinifog on 30 Jan 18
       
      Too often seen teachers have different ways of giving standardized tests. Some kids are allowed to read after test, others have to go over test until others done and others get to play on devices until finished. Kids want to hurry up to be done just to have fun. Consistency is crucial.
  • self-assess and set goals.
    • tifinifog
      tifinifog on 30 Jan 18
       
      This is a great example of how a teacher could let the student see the rubric prior to the project/test so they can set a goal or try to improve from a prior test.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think the key here is to use the Understanding by Design format. This helps people to focus on what truly needs learned. It is easy to lose track of the goals and the results are distorted or biased.
  • cultural insensitivity
    • Heather Whitman
      Heather Whitman on 11 Feb 18
       
      I think this is often overlooked. It is not intended and most are unaware. As our schools become more diversified, I think this is a huge part we need to address. We have to learn more about our students' lives and cultures. Then evaluate language or cultural expectations. Some cultures don't want students to look at people in their eye when talking. How does this work when they present? Are we thinking through what their thoughts are when presenting?
hansenn

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  • we ought to illicit student input when constructing rubrics
    • leighbellville
      leighbellville on 30 Jan 18
       
      Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input.
    • bbraack
      bbraack on 30 Jan 18
       
      Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed.
    • dykstras
      dykstras on 01 Feb 18
       
      This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Building autonomy in our students and promoting learner agency! What a novel idea.
    • brarykat
      brarykat on 04 Feb 18
       
      Great idea but realistically when would any teacher have time to gather input?  Could it be through exit tickets?  I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input.   
    • staudtt
      staudtt on 04 Feb 18
       
      I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
  • dehumanize the act of writing
  • At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • leighbellville
      leighbellville on 30 Jan 18
       
      The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
  • ...67 more annotations...
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • bbraack
      bbraack on 30 Jan 18
       
      Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      True. If students could accurately self-assess, their end-products ultimately become stronger.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This is when the true spirit of education come through when there is self reflection and self assessment occurs.
    • carlarwall
      carlarwall on 03 Feb 18
       
      The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
    • dassom
      dassom on 04 Feb 18
       
      I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level.
    • blockerl
      blockerl on 06 Feb 18
       
      I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
  • produced less interesting essays when they followed the rules [as outlined in a rubric]
    • bbraack
      bbraack on 30 Jan 18
       
      I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
    • krcouch
      krcouch on 02 Feb 18
       
      I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items.
    • staudtt
      staudtt on 04 Feb 18
       
      My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
    • leighbellville
      leighbellville on 30 Jan 18
       
      Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I really like that this emphasizes that the rubric be free from educational jargon.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Student friendly language is key if we want the student self reflection to happen.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
  • an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • bbraack
      bbraack on 30 Jan 18
       
      I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
  • Can different scorers consistently apply the rubric?
    • brarykat
      brarykat on 04 Feb 18
       
      I hadn't considered this being an issue until our small group assignment this week.  I've only used rubrics in isolation.  Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
    • leighbellville
      leighbellville on 08 Feb 18
       
      Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
  • stultifying and others see as empowering.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this.
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
    • emmeyer
      emmeyer on 03 Feb 18
       
      Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time.
    • blockerl
      blockerl on 06 Feb 18
       
      I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
  • post-secondary educators in all disciplines
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
    • nickol11
      nickol11 on 31 Jan 18
       
      I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that.
    • dykstras
      dykstras on 01 Feb 18
       
      Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
  • current goals of solving real problems and using statistical reasoning.
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
  • The issue of weighting may be another area in which you can enlist the help of students
    • Heather Whitman
      Heather Whitman on 30 Jan 18
       
      This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
  • “Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
    • brarykat
      brarykat on 04 Feb 18
       
      I see how beneficial rubrics can be in "meaningful" assessment.  It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.  
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
  • (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
  • one rubric can be used to assess all of the different papers assigned in a freshman composition course.
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
    • krcouch
      krcouch on 02 Feb 18
       
      I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree, it is nice to have the common rubric that makes all expectations the same.
  • Does the rubric relate to the outcome(s) being measured?
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  • non-judgmental:
    • jhazelton11
      jhazelton11 on 30 Jan 18
       
      rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  • system designed to measure the key qualities
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
    • srankin11
      srankin11 on 05 Feb 18
       
      Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
  • actually learned rather than what they have been taught
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
    • dassom
      dassom on 04 Feb 18
       
      Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
  • help instructors in all disciplines
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      A beauty about Rubrics is they can be utilized in all content areas for all educators.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 01 Feb 18
       
      and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
  • traditional gap between what the teacher knows and what the student knows
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
  • Well-designed rubrics
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
  • But she did it without saying anything coherent
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      I would say this student was not given a well written rubric.
    • staudtt
      staudtt on 04 Feb 18
       
      Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Feb 18
       
      Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
  • mitagate both teacher bias and the perception of teacher bias
    • stephlindmark
      stephlindmark on 30 Jan 18
       
      Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
    • emmeyer
      emmeyer on 03 Feb 18
       
      So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
    • dassom
      dassom on 04 Feb 18
       
      I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
    • brarykat
      brarykat on 04 Feb 18
       
      In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
    • blockerl
      blockerl on 06 Feb 18
       
      The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
  • achiev[ing a] new vision of statistics education.
    • nickol11
      nickol11 on 31 Jan 18
       
      This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
  • a clear understanding of how rubrics operate
    • nickol11
      nickol11 on 31 Jan 18
       
      I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
    • emmeyer
      emmeyer on 03 Feb 18
       
      I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
  • wrote poorly when writing, as we might say, to the rubric
    • nickol11
      nickol11 on 31 Jan 18
       
      Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
  • Do the students find the rubric helpful?
    • nickol11
      nickol11 on 31 Jan 18
       
      I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
  • shared with students prior to the completion of any given assignment
    • hansenn
      hansenn on 01 Feb 18
       
      I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF:
    • dykstras
      dykstras on 01 Feb 18
       
      I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
    • krcouch
      krcouch on 02 Feb 18
       
      I agree completely. I think the kids should know ahead of time what the expectation is.
  • reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • hansenn
      hansenn on 08 Feb 18
       
      As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
  • students to simply make sure their essays have those features
    • hansenn
      hansenn on 08 Feb 18
       
      Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
    • hansenn
      hansenn on 08 Feb 18
       
      Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
  • given their association with standardized assessment
    • dykstras
      dykstras on 01 Feb 18
       
      Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
  • formulaic writing
    • dykstras
      dykstras on 01 Feb 18
       
      Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
  • “checksheets.”
    • dykstras
      dykstras on 01 Feb 18
       
      There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
    • Jen Van Fleet
      Jen Van Fleet on 06 Feb 18
       
      I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • dykstras
      dykstras on 01 Feb 18
       
      This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
  • Focus, Support, Organization, Conventions.
    • dykstras
      dykstras on 01 Feb 18
       
      Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
  • Weighting
    • dykstras
      dykstras on 01 Feb 18
       
      I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
  • Modify accordingly
    • dykstras
      dykstras on 01 Feb 18
       
      As should be the case with anything we do as professional educators.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
  • that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
    • krcouch
      krcouch on 02 Feb 18
       
      I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
  • ‘some rubrics are dumb.’” He recounts,
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      I would say to that, it was a poorly written rubric is it is "dumb".
  • Usually a numerical value is assigned to each point on a scale
    • stephlindmark
      stephlindmark on 03 Feb 18
       
      This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
  • vital to the process and/or product of a given assignment,
    • carlarwall
      carlarwall on 03 Feb 18
       
      When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
    • staudtt
      staudtt on 04 Feb 18
       
      I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
  • rubrics to both assess and encourage student learning.
    • carlarwall
      carlarwall on 03 Feb 18
       
      This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
    • dassom
      dassom on 04 Feb 18
       
      I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • carlarwall
      carlarwall on 03 Feb 18
       
      Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
  • rubrics should be used in conjunction with other strategies
    • carlarwall
      carlarwall on 03 Feb 18
       
      So important to remember that rubrics are not the only way to provide feedback to students.
    • srankin11
      srankin11 on 05 Feb 18
       
      True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
  • some educators see
    • dassom
      dassom on 04 Feb 18
       
      I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
  • become wooden
    • dassom
      dassom on 04 Feb 18
       
      This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
  • With your colleagues
    • dassom
      dassom on 04 Feb 18
       
      This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
  • different levels of that “deep learning”
    • brarykat
      brarykat on 04 Feb 18
       
      The examples of why rubrics haven't been appreciated mainly boil down to poor design.  I like this statement because it shows the flexibility of rubrics.  The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
  • different
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
    • srankin11
      srankin11 on 05 Feb 18
       
      In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
    • tifinif
      tifinif on 06 Feb 18
       
      I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors.
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments
    • Mike Radue
      Mike Radue on 04 Feb 18
       
      I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
  • problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • staudtt
      staudtt on 04 Feb 18
       
      This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
    • srankin11
      srankin11 on 05 Feb 18
       
      I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
  • weight dimensions differently
    • staudtt
      staudtt on 04 Feb 18
       
      I need to figure out a way to do this within our standards based grading system.
  • increases the likelihood of a quality product
    • srankin11
      srankin11 on 05 Feb 18
       
      It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
  • description of the work rather than judgments about the work.
    • lisamsuya
      lisamsuya on 05 Feb 18
       
      Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
  • we need a rubric to judge our performance—
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • jwalt15
      jwalt15 on 06 Feb 18
       
      This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • tifinif
      tifinif on 06 Feb 18
       
      I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
    • tifinif
      tifinif on 06 Feb 18
       
      Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
  • teacher
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internaliz
    • tifinif
      tifinif on 06 Feb 18
       
      I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
  • Can students and parents understand the rubric?
    • jwalt15
      jwalt15 on 06 Feb 18
       
      It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
  • to assess our rubric
    • blockerl
      blockerl on 06 Feb 18
       
      I agree. When we make these rubrics, we do need to discover its effectiveness.
  • “red” or “reddish,
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
  • to a hit or miss endeavor
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      This is why students see school as a game and only want to talk about how to get more points.
  • static
    • trgriffin1
      trgriffin1 on 06 Feb 18
       
      I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
Heather Whitman

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

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

shared by Heather Whitman on 12 Apr 18 - No Cached
  • Schutlz’s fifth graders had cited nearly 100 issues
    • brarykat
      brarykat on 12 Apr 18
       
      Good example of ideas, thoughts, and solutions students can generate when given the opportunity to share their opinions.
  • They also reached beyond the immediate Graham community
    • brarykat
      brarykat on 12 Apr 18
       
      I see great benefit in this being part of a school/district expectation.  Students have more information at their fingertips than ever before, but are also at greater risk of isolation due to digital devices effecting communication skills.  What will happen if we don't instill a desire for safe, productive communities?  The outcome could be devastating.
  • An environment without risk fails to prepare students for life outside the classroom
    • brarykat
      brarykat on 12 Apr 18
       
      I read an article in Forbes back in 2015 titled Millennials Don't Want To 'Embrace Failure'.  Neil Howe shed light on a growing national concern with our young adults.  A failure to thrive as adults is going to take a toll in the working world, on our society. Providing opportunities for students to make choices and fail in a safe environment may help turn this trend around.   https://www.forbes.com/sites/neilhowe/2015/02/11/millennials-dont-want-to-embrace-failure/
  • ...9 more annotations...
  • the social costs of the dropout problem include an underskilled labor force, lower productivity, lost taxes, and increased public assistance and crime.”
    • brarykat
      brarykat on 12 Apr 18
       
      Then take all of these factors doubled or tripled if the children and grandchildren choose to also dropout. What becomes of a community as each generation fails to earn their high school diploma?  The ripple effect is staggering. As the article says, hopefully online learning will provide a way for students to succeed in a nontraditional setting.
  • the pressure to “do something”
    • brarykat
      brarykat on 12 Apr 18
       
      Veteran teachers have watched the pendulum swing, implementing the "fix-it" programs.  Many are tweaked and reintroduced after they've fizzled out.  I think in the flurry to "do something" school districts can take on too many programs.  We do too many and don't keep them long enough to see positive outcomes.
  • supports and defends decisions that are in the best interests of all students.
    • brarykat
      brarykat on 12 Apr 18
       
      One of my greatest disappointments in today's education - when students are not at the center of our decisions.  Too many factors are taking precedence.  The needs of our students should be brought back to the forefront of our mission.
  • Who’s still talking when everyone has stopped listening?
    • brarykat
      brarykat on 12 Apr 18
       
      What more needs to be said then that?  We need to change our teaching approach.
  • our primary responsibility as teachers is to give hope.”
    • brarykat
      brarykat on 12 Apr 18
       
      This is an example that far too many parents/guardians experience.  IEP meetings can be overwhelming, heartbreaking, and stressful.  I have great respect for Special Ed teachers that have given extra time and consideration to both students and their family member - ensuring they feel the student is receiving the best care and education as possible and the parent/guardian concerns are being addressed.
    • brarykat
      brarykat on 12 Apr 18
       
      I forgot to include: Not every parent/guardian has the ability to voice their opinions or be heard as did the parent in this example.  Being your child's advocate is difficult if there is a language barrier, not feeling confident to express thoughts in a large group of educators, or bad personal experiences with educators.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      I love this idea as we need to instill the need to be a part of organizations/communities/initiatives. What partnerships could be developed to push this for those going into the military, trades, and lifeskills students? I would love to see an idea of a plan of what this looks like.
  • these attributes can also remove the social stigma of credit recovery.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      Confidence is certainly an issue for struggling students. Why would they want to look different? I hadn't thought about the privacy of online learning in regards to people not knowing what was and wasn't done. If I need extra help, I can ask it in a different way and not look "dumb" or if I need time because I had to work all weekend,I can still meet expectations and push myself.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      Online learning helps with the digital divide and gives needed exposure to various online uses. We can't assume they have technology let alone know how to search and use online skills/tasks.
  • The advocate leader uses his or her influence and energy to protect students’ rights and interests
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      This stood out at me. I am naturally reflective and always think what can I do better, what did I not do to reach a child when there is an issue. This can be tricky as some staff members may not feel the principal is backing the teachers/staff when he/she is advocating strongly for the students. This area is tricky, and you have to be there for the kids and always push for the best.
kimgrissom

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

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

shared by kimgrissom on 08 Mar 20 - No Cached
  • we found that offering options to students also bears risk for the educators.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      Wow. This is a great example of learning with student choice that has incredible value but this risk is real and a reason that many schools would likely shy away from this type of encouragement.
  • They also reached beyond the immediate Graham community to forge partnerships, potentially risking their original plan to unforeseen compromises and adaptations, leaving them-selves open to new opportunities.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      As a parent, community member, and educator, I love this type of authentic learning. But how does this fit into the standards, required curriculum, high-stakes testing education system we have today? Do these partnerships with the community bring more support to schools or do they open up schools to even more criticism if test results aren't a piece of the puzzle?
  • Providing choice risks failure because when we, as teachers, make all the decisions for our students, lessons will proceed predictably in productive directions; however, when we remove the possibility of students choosing, and choosing wrongly, we fail to aid the students in becoming competent, thoughtful risk takers.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      True of the system or district as well...
  • ...7 more annotations...
  • An environment without risk fails to prepare students for life outside the classroom, a world of risk taking. Allowing students to experience measured risks, in a supportive community, models the real-world paradigm where choices naturally entail risk.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      This makes perfect sense to me. It's guided my parenting style and it's a piece of how I have taught as well. It's just a different look at what the can mean.
  • Over 60% of students who eventually dropped out of high school failed at least25% of their credits in the ninth grade, while only 8% of their peers who eventually graduated had similar difficulty.”
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      This is an interesting statistic that makes me wonder how we can be both responsive to students in this situation and proactive in preventing these kinds of situations.
  • The Silent Epidemic estimates that the government would reap $45 billion in extra tax revenues and reduced costs in public health, crime, and welfare payments if the number of high school dropouts among 20-year olds in the U.S. today were cut in half.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      Wow. That is staggering and something I don't think gets talked enough about when it comes to education and finances.
  • It also suggests that educators have not yet found a single approach that comprehensively addresses the needs of all at risk students.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      This is true. I think our schools wants online learning to be the magic bullet, but the truth is that online learning is a really great option for some kids. But not all kids will be successful that way either. We need a variety of options for kids.
  • Instead of challenging students to raise their performance to the level they must reach to be successful, too often credit recovery “solutions” have lowered the bar for passing.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      Yes. This is real
  • It was not that I didn’t want to go to the school; it was that there was nothing for me to go to.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      I'm not sure this is true of all parents, but it's possible that we sell them short based on the little interaction we make possible for parents.
  • The sum of all these experiences was a prelude to his senior year, when he began the process of selecting colleges.
    • kimgrissom
      kimgrissom on 08 Mar 20
       
      These experiences all sound amazing. But how do they fit into what is required of schools? Is all of this in addition to the learning of "traditional classes"? How does this impact algebra or government class or writing skills? I think it sounds great and would allow students to become well-rounded individuals, but it's hard to understand how a school uses their human and fiscal resources to make this kind of learning available to all students.
mpercy

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by mpercy on 29 Feb 20 - No Cached
  • in each of the four major academic subjects, students are offered choice as a means to motivate them and to enable them to take charge, even in small ways, of their own education
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This is the ideal, but the logistics are insane. At a former district, the English department tried our own - very pared down - version of this. I like to believe it was a success. We scrapped all the old courses and created entirely new courses based on themes we thought would appeal to teenagers, divided them into 2 framework categories, divided all the 11-12 grade band standards between the courses, and let students choose. They had to take at least one course from each framework before the graduated, so we still covered all the standards. The curriculum and pacing were traditional, but we required at least one literature circle or free choice book per course. At least, in some small ways, students had ownership of their learning.
  • let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.”
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This 1000%! As a society, we are trained to fear failure, yet we learn most when we fail. Sometimes the difference between future success and failure is learning to cope with past failures in a healthy manner. We're going to keep failing in large and small ways our entire lives. The sooner we learn to cope with and learn from our failures in a healthy way, the better off we are as individuals and a society. The hardest part of this is justifying the "failure" to parents or administrators looking at numbers. As a parent and a teacher, I know how hard it is to tell a parent that their child has failed a course. As a parent, when my own children's teachers have communicated a failure on my children's part, it feels like I'M the one who failed. The same as a teacher, when a student fails my class, I feel like I failed them. Maybe we can relearn about failure and incorporate it into a healthier society for everyone.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      How do we respond to the students who do not handle failure well? I have students who would see failing as a reason to shut down and not move forward. As many times as I have tried to have that conversation with students that failure can be a learning opportunity, a lot of them still can't see past that moment of "failure." I think that the older students become, the less likely they are willing to take risks that may involve possibilities of failure. And for many of them, they are a lot less likely to let their peers know it.
  • I’m putting together a wiki where my students will have to respond a certain number of times a week to whatever they’ve read. I am going to give them a series of questions like I always do, but they don’t have to respond to those directly. The response will be very open. They can choose instead to respond to someone else’s views. Everybody will read each other’s responses. They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class.
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This seems like a great way to hear the voices that don't normally get heard. It also really connects with and promotes civil online discussion and discourse. THAT is something we desperately need!
  • ...15 more annotations...
  • Another key piece in preparing personalized curriculum units and projects includes mandates, such as performance standards, standardized texts, and academy themes. If mandates are seen as “something we have to teach,” they become a discouraging burden on teachers. If they are seen as ways to inspire, inform, and lend coherence to planning, they can be seen as useful. Both vertical departmental discussions and horizontal grade-team discussions are useful in mapping and creatively incorporating mandates into curriculum designs.
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      A phrase I hear a LOT is "If we aren't teaching what we're supposed to, then just tell us. Don't make us tie everything to standards I didn't write." Unfortunately it seems, that even as educators, we can't move out of the dislike of requirements. :-P. If WE as educated learners don't like mandates and requirements, why in the heck would we think students would? It always boggles my mind when teachers act like the very students they complain about the most.
  • At the end of the project they can choose how they will present their findings
    • tkofoot
      tkofoot on 01 Mar 20
       
      I think it is great the students will have a choice on how they want to present their project at the end. I do get feedback from students on what they prefer for projects and presenting them. They are different.
  • with one student working one way, another a different way—you get the picture.
    • tkofoot
      tkofoot on 01 Mar 20
       
      This is something I need to learn to get use to, a "disorganized" classroom. I do think it has to do with working in special ed so long. I have a hard time letting kids go as not all of them can handle it. I may need to try letting go a little, but with daily goal for tasks.
  • I would gather up the two paragraphs each student wrote and take them home to read, grade, and turn back in, with nobody else getting the chance to read them.
    • tkofoot
      tkofoot on 01 Mar 20
       
      I am learning a lot of different ways for presentation through the Ollie courses. I like that it doesn't have to be just a written response as this had been a barrier for some students in the past.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I think that this tool we are using here could also be useful. If you have students post their work to a site like this, and then use this tool, I wonder it you could get students collaborating across different teams or even grade levels I recently used it with the other 8th grade team so they could see how students on the other team were learning the same content. It was really cool for them to make connections to each other's work and I think it helped increase the "realness" because they were explaining their thinking to their peers.
  • they loved doing it because it was a break from math!
    • tkofoot
      tkofoot on 01 Mar 20
       
      Math can be fun. The math teacher I work with tries to get the kids moving and doing activities other than pencil to paper. Kids benefit from seeing what math can look like in the real world, like creating a graph.
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      I think that this is something that both teachers and students likely struggle with at first. Because it looks so different, teachers really have to be prepared to help 28 different students on any one thing. At the same time, students have to be comfortable with knowing that there isn't that one way of doing things to get it right. I've spoken with some of my students and I ask them what they would be interested in studying if they had some more choice and a lot of them give me the traditional "idk" answer. They want choices, but then when asked what they might choose, they realize that the decision isn't as simple.
  • I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      I've definitely had some struggles along the way with trying to set up a more blended classroom. Even small things that I thought were set up correctly in Moodle and then when students go to access them, I find out I forgot to do something. However, the small successes when things go well do make the effort to shift thigns worth it. I do try to listen to the students who provide input beyond the usual complaints because they know what works best from their perspective.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I hear you. I hope 9th graders are little more forgiving when things don't quiet right. Most of my bumps in the road have been setting up different types of forums. I agree the some students have provided good and useful feedback that I've used to make my Moodle site better. I can also relate the authors comment about the wrong delivery methods. I have already gone back and changed some lessons and activity types. Hopefully next year will go smoother.
    • mpercy
      mpercy on 06 Mar 20
       
      There is definitely a learning curve as you begin to blend or flip your classroom. It's great that you are using student feedback to make decisions as you continue to change your classroom.
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      This sounds like such a freeing way to operate a classroom. I would love to have students move through things at their own pace so that I have the opportunity to meet with small groups or individual students based on their needs. It makes me uncomfortable though, because I cannot imagine being able to have a full unit ready ahead of time that students can go ahead and dive into. I'm guessing this teacher had a curriculum that was well developed because sometimes I am planning things as I go. I also how this works from a perspective of science teaching? How does a teacher manage multiple labs within one day or anticipate when labs would be needed at times? Perhaps there is more structure that would be needed for those days and deadlines to where all students need to be at a certain point so that the whole group can do a lab and then they go back to moving at their own pace?
  • Since the project focuses on student learning that is engaging and relevant, we asked the teachers to tell us about ways they are using choice to involve students in content learning.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      This is such an important part in the path toward helping students take charge in their own education. Getting student voice is key. I think that too often we forget this aspect and for the most part our educational system hasn't changes a whole lot. Most of our classrooms still look like they did 100 years ago and yet the "real world" had moved beyond that. What future will our students have if they can't or won't take a hold of their own education and become invested?
  • So far the teachers have talked about choice in terms of curriculum, but choice can also, surprisingly, come into play in relation to discipline. In her first years of teaching, Julie, like just about every other teacher, would confront students sitting near each other who either were having too good a time socializing or were fighting. In either case, she would separate them by sending one to another part of the classroom. Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control. And if students require more serious discipline, Julie again usually offers them choices: “They could be two ‘bad’ choices; for example, one of them might be to go to the principal’s office and the other to stay in a specific teacher’s room. But if they have a choice, they’ll pick one; they take ownership.”
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I just plain like this part. Making the students choose. I use this a lot and for the most part is works. Sure, sometimes the student makes the wrong choice or the choice I wish they wouldn't, but it's their choice. They are the ones who have to deal with the consequences good or bad. It is also nice at the teacher when students want to complain about the situation. You simply say, well that was you're choice, and again you put the ownership back on them.
  • Instead of just giving a final exam at the end of each unit, I try to use formative assessment to enable me to give my students guidance and assistance when they need it. I use a variety of methods for this. For instance, my video lectures often include interactive questions to assess their understanding of the material. And our classroom is often noisy and active as we play a round of Kahoot, which gives me ins
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      The assess as you go is something I've been trying to do more of this year. I haven't waited until the end to do one big assessment, but rather, I've done several smaller ones. For the most part, student don't always realize they are being assessed as the smaller pieces seem to fit seamlessly with our current activities. I think it is easier for me as a instructor to make needed changes on our learning course before it's too late. What I need work on next would be getting meaningful feedback to students. Getting better, but it's not where I want it yet.
  • Low motivation does not need to be a recurring problem in the classroom. Although teachers can draw from myriad strategies to cultivate higher levels of motivation, well crafted choices have the potential to have a powerful impact on students’ attitudes toward classroom work. When promoting student decision making, it is important to remember that some of the most motivating choices are those that promote feelings of control, competence, and purpose. Certainly, giving choice to students often mea
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I would say that this year, I am hurting big time in the area. My group last year loved it and they really excelled. They got to the point that they wanted to explore on their own. My group this year just doesn't want to take charge of their learning and seeks the easiest way out of work. They say things like, "...just tell us the answer or can we just read an article or something". I'll keep pushing them because I know it's worth it, but man it's a struggle.
  • All of this guidance helped me find more effective ways to lead my students while empowering them to take responsibility for their own learning.
    • mpercy
      mpercy on 06 Mar 20
       
      The goal of blended learning: giving students the tools and encouraging them to become self-motivated learners!
  • they can access and even return to my videos and screencasts when they need them most, as they are working on an assignment or reviewing for a test.
    • mpercy
      mpercy on 06 Mar 20
       
      This is a great resource for students to have at their convenience. All of the instruction can be viewed at any time.
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • mpercy
      mpercy on 06 Mar 20
       
      Teachers have an opportunity to model being a life long learner by looking for ways to adjust their classrooms to create a more engaging environment for students. It's great to model this for students.
Robert Hanson

Cybraryman Catalogue of Educational WebSites - Educational Web sites for Teachers, Educ... - 0 views

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shared by Robert Hanson on 11 Aug 12 - Cached
  • Robert Hanson on 11 Aug 12
     
    Internet catalog for students, teachers, parents, and admins. Over 20,000 links broken down by subject.
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