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In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process

One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.

A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.

Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.

receiving frequent feedback

“two stars and a wish,”

However, student- and peer-assessment should not be used in the formal grading process.

close the gap between students’ current understanding and the desired goals.

keep track of how well their students’ learning is moving forward.

Learning progressions

Self- and Peer-Assessment:

involving students in decisions about how to move learning forward

Formative assessment is a process that directly engages both teachers and students

impressions are powerfu

if you have 30 minutes for your talk, finish in 25 minutes

Get closer to your audience by moving away from or in front of the podium

Get closer to your audience by moving away from or in front of the podium

Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.

Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than

Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.

Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.

ways rememb

Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present

present

use images with little or no text on slides

Grab your digital video recorder, deliver your presentation and watch yourself,

he true professional can always remain cool and in control. Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.

Practicing in front of another person or a video camera will help even more, he says. "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."

If you’ve made a sincere effort to look at the world through their eyes

less than 20 minutes

bullet points are the worst way to learn and impart information

Practice 10 hours for every one hour of the presentation

The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.

Audience attention is greatest at the opening and then again when you say something like “In conclusion….”

Removing physical barriers between you and the audience will help you build rapport and make a connection.

If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank

"When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."

"We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."

Today’s projectors are bright enough to allow you to keep many of the lights on.

Is it physically or geographically difficult for the audience to do what you’re asking?

Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.

Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes.

One sure way to lose an audience is to turn your back on them.

When audience members ask questions or give comments, you should be gracious and thank them for their input

The audience should be looking at you more than the screen.

try to come up with arguments against your perspective

So look at things from their perspective

cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored

they don't even rehearse it

sustain eye contact

); voice (don't speak in a monotone voice).

establish relaxed, free-flowing and open communication within the class.

There’s just this awful, sort of silence.

One of the hardest things to orient to in online teaching is the radically different tempo of communication.

How long do you wait for a response in an online threaded discussion?

What replaces them?

The online teacher can and does know if a particular student has logged on, when they do and which pages in the online subject they visit. But it doesn't feel that way to the student user. It will only become apparent to them later, when or if the teacher e-mails them asking if they are having difficulties.

‘get to know each other sessions’

If you expect students to use CMC, rather than private e-mail, as the primary mode of communication with you, you have to tell them so.

If you expect the students to check their bulletin boards regularly, you have to let them know how often. If your expectations are not being fulfilled you have to follow up with e-mails or phone calls. Communication is critical. It is the strength of the online mode, as opposed to broadcast media like print, radio and video. The rule is, actively avoid isolation.

o 'community'.

Because the general tempo of interaction is slower online, it may take longer.

E started telling her students about relevant upcoming public lectures, TV programs, useful or just plain entertaining Web sites she had come across, and so on.

But what sort of ‘character’ do you want to convey online, and how will you convey it with a keyboard?

‘I do think that having a sort of classroom rapport, a very sensitive style, which I think I've got in some ways in the classroom, is very important online. But getting it across is ... well, it’s very hard.’

There isn’t any right way to do it, just as there isn’t any one teacher’s ‘character’. You do have to define your own online persona and then think quite carefully on various occasions about how to convey it.

One of the great advantages of the threaded discussion is the time it allows for reflection, and the possibility for editing/refinement of one’s remarks.

This may mean that, for some students anyway, threaded discussions are not conducive to thinking out loud, to tossing out ideas for testing, to speculation.

The casual conversation with a student after class, the brief encounter in the corridor, the snippet of social conversation in a workshop or tutorial -- these do not exist in the same way online.

As Hopperton (1998) noted, participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions. This is not a scenario for a few prepared students to respond to a lecturer while the rest of the class sits back. Participation in the virtual conference demands that students become actively engaged with the course content and through the interaction with their peers, negotiate the meanings of the content. They construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states. This is not a narrowing of perspectives, but a broadening of the knowledge base as experiences are shared and compared relative to teaching issues.

This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method

Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information. Jonassen draws upon the work of Rumelhart and Norman (1978) to describe generative processing as, "deeper information processing results from activating appropriate mental models, using them to interpret new information, assimilating new information back into those models, reorganizing the models in light of the newly interpreted information, and then using those newly aggrandized models to explain, interpret, or infer new knowledge" (Jonassen, 1998, p.3)

own teacher stories to relate to the course content. They read other student responses and interpretations and compare these with their own thoughts. This involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge with student ownership. The learning is deeper and more long lasting and students refine their thinking and their voice

Enfranchisement is also an important pedagogical aspect of the use of the discussion forums

. Many of our students are reticent under the timed constraints of an on-campus class. Those

Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings. The instructor is a facilitator in this environment and is not viewed as having all of the knowledge and the answers. Within this highly public, mostly text-based environment, social currency and value is accorded by response

Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses.

Instructors must be responsive. Feedback has long been recognized as critical to the learning process and timely feedback is potent. This is especially true in the online course. A student assignment, question or bid for response can come directly to the instructor via email or as part of a discussion forum posting. Feedback needs to be specific, personal, and within 24 hours of the posting. Students report checking back to see if there is a response. If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace. This is a negative loop that contributes to a lessening of participation in the discussions

Summary The discussion forum is a public place for discussion that allows time for reflection. While there is a flow of discussion and it is linear, it is not subject to the tyranny of the ever present "now" of the face-to-face classroom that doesn't allow the participants the benefit of an "instant replay." The discussion forum allows as many replays as a participant wants of what was said

Instructor response, student response are the key components to the construction of shared knowledge within the discussion forum. The deepest learning is in the writing and "talking" about the content of the course within the community of learners. It is a pedagogically sound practice, based on cognitive learning theories, to design and engage in discussion forums with our students. We provide more opportunities for students to become actively involved with the course content to construct their own deeper and lasting learning.

understand in what ways the software adapts to the students.

Many students in the United States fail to complete school. 7% of high school students drop out before graduation and nearly half of the students who start college don’t finish within six years

. Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students.