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Gina Rogers

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

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

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

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

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

shared by evanabbey on 16 Sep 14 - No Cached
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
      jbowar on 17 Sep 14
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
      bgigar on 02 Oct 14
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
      bgigar on 02 Oct 14
       
      previous comment by B Gigar
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
      jbowar on 17 Sep 14
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
      jbowar on 17 Sep 14
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
      evanabbey on 14 May 15
       
      Good point!
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
      meliathompson on 07 Oct 14
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous comment from Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
      meliathompson on 07 Oct 14
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
      bgigar on 02 Oct 14
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
      bgigar on 02 Oct 14
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
      bgigar on 02 Oct 14
       
      Online instruction requires some tech savvy :)
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • bgigar
      bgigar on 02 Oct 14
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
      bgigar on 02 Oct 14
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
      kathyperret on 05 Oct 14
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
      ericalea on 08 Oct 14
       
      Yes, great point! 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
      kathyperret on 05 Oct 14
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
      kathyperret on 05 Oct 14
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
      kathyperret on 05 Oct 14
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
      ericalea on 08 Oct 14
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
      ericalea on 08 Oct 14
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
      ericalea on 08 Oct 14
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
      ericalea on 08 Oct 14
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
      ericalea on 08 Oct 14
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
      evanabbey on 14 May 15
       
      Sharing the annotation here
  • Tyler Youngers on 16 Sep 14
     
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
russelljohanna

iowaonlinelearning - Teaching Standards - 94 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by russelljohanna on 17 May 11 - No Cached
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
      crjessen44 on 17 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
      anonymous on 30 Sep 11
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
      Carol Price on 21 Mar 12
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
      MaryAnn Strawhacker on 28 Mar 12
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • crjessen44
      crjessen44 on 17 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
      misti linn on 11 Dec 11
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
      Pam Childers on 22 Sep 12
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
      linda welander on 28 Jun 11
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
      Lisa Wymore on 08 Oct 11
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
      d YM on 24 Sep 12
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 28 Jun 11
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
      anonymous on 02 Oct 11
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
      Angie Hance on 09 Oct 11
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
      Ginny Kraus on 10 Jul 11
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
      C Richardson on 02 Oct 11
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
      misti linn on 11 Dec 11
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
      Janet Boyd on 19 Sep 12
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
      Cathy DeValk on 23 Sep 12
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
      misti linn on 11 Dec 11
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
      Kathy Hay on 04 Feb 15
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
      misti linn on 14 Nov 11
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 26 Sep 11
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
      anonymous on 26 Sep 11
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
      misti linn on 14 Nov 11
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
      anonymous on 02 Oct 11
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
      Chris Mangrich on 17 Oct 11
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Expected learning goals need to be the driving force when we design a course.
  • the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • misti linn
      misti linn on 14 Nov 11
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
      misti linn on 14 Nov 11
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
      misti linn on 11 Dec 11
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
      jendittmer on 04 Feb 15
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
      Carol Price on 21 Mar 12
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
      Janell Wright on 17 May 12
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
      Janell Wright on 17 May 12
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
      Janell Wright on 17 May 12
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • barb jens
      barb jens on 22 Jan 13
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
      denise carlson on 03 Feb 15
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
      russelljohanna on 15 May 16
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
      russelljohanna on 15 May 16
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  • Aryn Kruse on 29 Jun 11
     
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  • Bret Larson on 12 Jul 11
     
    Online Iowa Teaching Standards
  • Dirk Troutman on 22 Jul 11
     
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  • Lynn Hockenberry on 29 Sep 11
     
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  • C Richardson on 02 Oct 11
     
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  • misti linn on 14 Nov 11
     
    online teaching standards
  • Kristin Shelton on 13 Apr 12
     
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  • d YM on 24 Sep 12
     
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  • jendittmer on 04 Feb 15
     
    online teaching standards
  • bdowney on 01 Nov 17
     
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
Patty Harrell

Getting Started with Chrome extension - Diigo help - 0 views

help.diigo.com/...tting-started-chrome-extension

Diigo Chrome

shared by Patty Harrell on 16 Jul 14 - No Cached
  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After&nbsp;the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
lisa rasmussen

ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views

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

shared by lisa rasmussen on 16 Jun 11 - No Cached
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.)
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      You hit the nail on the head.
    • Maryann Angeroth
      Maryann Angeroth on 13 Oct 11
       
      What role does homework have in formative assessment?
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Our administrators are telling us to do more formative assessments, they are also treating it like a noun.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      These courses have helped me recognize the difference in using the formative assessment as a "process" rather than a type of test. It makes a big difference in when and why a teacher uses the strategy.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      Ours are as well. I think formative assessment is any kind of data that helps a teacher decide what to do next in the classroom. For instance, as a music teacher, I can listen to kids sing a particular passage as a formative assessment; if they all sing it well, they are ready for another passage. If no one is getting it, then I need to slow down the passage until they have a better handle on it. If some are getting it and others aren't, then I usually try to improve another aspect of the passage (dynamics, diction, etc.) so that the strugglers get more practice on the pitches without boring the kids who already know the notes. In essence, by differentiating, I kill two birds with one stone. The formative assessment (i.e. listening to them sing it the first time) is the crucial piece here...if I just assume that they know it (or don't know it), then I have made assumptions about their background knowledge. That is the purpose of formative assessment: an assessment that formulates some further action or inaction.
  • there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      Teachers don't want to know the theory and research behind a strategy...they just want the strategy or strategies that will help them help their students. I'm not a science teacher but the book you refer to sounds like a great resource for science teachers.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Thanks for the resource.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Throught my work with Margaret Heritage and the Iowa Core, I found this to take much more time than I thought it would. I am still learning about how to write clear learning goals and success criteria. Practice will eventually make perfect, but I have a long ways to go!
    • jalfaro
      jalfaro on 26 Jun 11
       
      The first principal I worked for required that all of us clearly post the learning objectives for the day or week on our white boards. He wanted the students to know at the beginning of class what the goal was for the day and what they were expected to do. Transparency shows that we'd thought about our lesson and that the students were a part of the equation. Thinking back to my own education, I know there were too many moment when I was left wondering what we were really trying to do and why it was important!
    • Dirk Troutman
      Dirk Troutman on 22 Jul 11
       
      Any lesson or course with clear learning objectives will be a success, any without it is unlikely to succeed.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Is it really just a matter of "communicating" goals and criteria to students? Wouldn't students benefit from being involved in the process of identifying goals and criteria?
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      Purpose for the lesson and outcomes for the students (what they will be able to do).  The students need to understand what they will be learning and how they will show it (rubrics).
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      Also we need to communicate as instructors with our students as to how what they are learning applies in their "real" lives.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      A technique that I have used lots when starting a new topic is to ask the students what they hope to gain from it. That helps me call their attention to specific spots when we learn the new info. It also gives me their language, so I know better what words to use so they will be able to understand the concepts by connecting them to what is already familiar to them. It's powerful, especially when they see me referring to the list to see if we have met everyone's goals.
  • ...64 more annotations...
    • Cheryl Merical
      Cheryl Merical on 16 Jun 11
       
      The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I would agree. Most often I think of "informing instruction" as helping the teacher and do not look at "informing learning" as part of the process to help students.
  • used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I hate to say it; but we were using formative assessment long before the conference that defined it came about...but we can all work on improvement.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I agree that teachers are (were) very good at using formative assessment. Sometimes I wonder if when the standardized and accountability measures were put in place, teachers stepped away from their good prtactice because someone else was telling them that NCLB was the "real" measurement. Maybe we lost something?
    • David Olson
      David Olson on 18 Oct 11
       
      I like that this definition is to provide evidence. This shows we are really doing it.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Cheryl Merical
      Cheryl Merical on 17 Jun 11
       
      Again, so important to include the student in the process, which is something that is often overlooked.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      With user friendly, clearly stated targets for the students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Giving students time to reflect and learn about themselves.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      It would be appropriate to add one more thought to this sentence: rather than teachers merely sharing learning goals, students should be involved in determining their goals.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Haven't we learned that using rubrics to share expectations for students aids in learning. I've been learning the SINA process this past week. One of the focuses of the school in this process was making sure students and also parents knew and understood the standards and benchmarks used in their instruction. Sounds like they chose something that will increase student achievement!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      All important to involve the students; they can't just sit and absorb learning they have to actively particiapate in all facets!
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      For "experienced" teachers it is a big shift from the teacher-controlled lecture to student-led learning. It is exciting to see the students actively engaged, but hard at first to "facilitate" and utilize the "teachable moments". It requires extra preparation, constantly evaluation of habits, and patience to wait for students to take ownership of the discussions and learning.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with Kathy - having the students involved in helping to set the learning goals would be great! Either way, having the students clued in to what the learning goals are is a big step to help them sort out the important pieces.
  • Learning progressions describe how concepts and skills build in a domain
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      This section makes me think about the Iowa Core and how it really builds from kindergarten. Teachers are often made more aware of how a skill is "built" from the ground up.
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Lori- the Iowa Core needs to be in the front of our thought process! :)
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Our biggest Iowa Core question may be, who develops learning progressions. Given the amount of time they take to develop, how can the state/AEAs/LEA work toward accomplishing this very important task?
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      We have done some learning progression work as a state through some of our state content teams, but much more needs to be done in light of the Iowa Core and a broader audience needs to be involved.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Learing progressions must be understood by all teachers. Margaret Heritage talks extensively about this being a major problem. If teachers don't understand these progressions, they won't know how to go backwards or forwards if students don't understand or have mastered concepts. IC helps some with this, but not perfectly.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I feel like we barely got started with this process at our last meeting. I hope we spend more time on it, as I feel that learning progressions are an important part of formative assessment, and we may not get the results we want without them.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      We have spent a lot of time talking about who should develop learning progressions. In our district we use the phrase "unpacking the standard". We go back and forth. In some cases, it seems as though the teacher and student should own that learning. But sometimes, teachers, particularly in the elementary school where teachers are more generalists, they do not have the depth of content knowledge to develop rigorous learning progressions.
  • Descriptive
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      I also think of the word "constructive."
    • terri lamb
      terri lamb on 21 Jun 11
       
      Constructive would be a great addition to this and is implied but should be evident.
  • Helping students think meta-cognitively
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      Many points in this article are connected to not only effective formative assessment, but also in the bigger realm of effective instruction.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      Totally agree - we need to teach students to intuitively know when and how to use a variety of learning and/or problem solving strategies. Schools need to focus on 1 - 2 strategies in every content area (Cornell Notetaking or Kansas Strategies) so the students really apply every day the learning strategies to help them learn all content, vocabulary, etc.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students have to 'see' the value in learning. If they are accountable for their own, it'll have much more meaning to them.
    • Jessica White
      Jessica White on 16 Oct 11
       
      Yes, that metacognition piece is so vital. Students really need to start thinking about their thinking.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with all of you. Effective instruction means knowing where your students are. Formative assessment is one of the main ways that you know that. It's difficult to imagine truly effective instruction without formative assessment.
  • process used by teachers and students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      I agree. When students take ownership of their own learning, there are so many more positive results.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Thinking of formative assessment as a process is helpful for me. Like the writing process, it needs to become a highly personalized and organic activity for every teacher.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      I agree that it is a process, an on-going instruction that provides feedback. In one of my other classes, there was a lot of discussion about how the Google calendar allows us to use formative assessment and allows us to better know our students. I think the confusion was because they think we have to have a completed project to assess when in reality, all we are assessing is the 'process.'
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      The word "process" should be bold and scream out at us, as a reminder that assessment is not a one-shot deal, yet how often is that the case? We do ourselves and our students a disservice if we base our assessments on a single observavation or task.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      yes, I think of the research process absolutely needing formative assessment embedded throughout the process. Too often, students proceed through a research project, getting all the way through to the final product with no feedback and then both the teacher and the student are disappointed by a poor grade. With formative assessment embedded within the research process, students are given the opportunity to gauge their own progress and success and make adjustments as needed. End result - a positive experience for both teacher and student.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Must agree with others on the use of the word "process". As a district administrator, I often hear about students being over-tested. The possibilities of assessments being used formatively AND/or summatively is a process. Not everyone has made the shift.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Amy, I love your comment on Google calendar! I truly think you nailed it on the head with your response. Verbatum I agree with you 100% and hope that things start backing the process rather than an assignment.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I have heard some look at formative assessment as a product or test vs. the broader "interactive process."
  • partners
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Working as partners allows us to model better for our students and they to model for each other.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      And the teacher has to work on modeling so that the students can best see how this works. The culture of the classroom is something that must be nutured, it does not always occur naturally.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      I have found that teachers do not like to be vulnerable and have someone critique their teaching. The team must first establish trust with the peers they will be working with and understand that it is not to critique but to share ideas for improving teaching and learning for all.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Collaboration is a difficult thing to create, because it takes the entire crew to effectively do so! 
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      The AIw process has a perfect venue to allow teachers to score each others instruction based on a series of rubrics.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      The trust factor between teachers and students is so important to establish the partnership.  But it is hard to maintain classroom management and show vulnerability.
  • sense of trust between and among students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      The classroom culture is set by the teacher - a place where there is mutual respect, only use positive statements, encourage one another to do and be their best at all times, confront and discuss obstables, and have rules posted for working together so all students know what behavior is exptected of them.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is so important to build that trust and sense of teamwork. In choir, it may have been easier to see how we all needed to support and encourage each other, since the end result, the choir sound, included the sum of all members. A complicating, but perhaps helpful factor in a choir is the multiple grade levels represented. I always assign older, more experienced students and mentors for younger students. Most of the time this has worked well to build a team spirit within the group. The students do critique themselves and each other live and through recordings. Emphasis is always placed on encouraging and positive criticisms.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The sense of trust among students must come from a teacher who models this in the classroom on a regular basis.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      This is what seems to be most often missed--using the feedback to adjust both teaching AND learning.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      We've had Lead & Learn out several times over the pasts three years to present to Data Teams. Consultants were assigned to buildings to work one-on-one with building Data Teams as well. It is a new concept for most of us - using data to drive instruction. Through the help of their awesome materials, our Data Team uses their 5 step process to collect and evaluate student data.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Oh, Cindy! I'm so glad you mentioned those data teams (since we've been trained for the past 3 years). Data really is a key to classroom success...too many teachers just keep teaching even though students are begin left behind. Universities need to do a better job training new teachers how to NOT teach the way we've been teaching for the past century.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I whole heartedly agree here. Too often I see this happening. It is amazing have often both teachers and students have been turned into technophobes in classrooms. I still have some students that dread doing things on the computers and all but refuse to do things with technology because they've never done it any other way.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      The word adjust is a huge word in this definition as well. Formative assessesment allows us to make changes in our teaching if what we are doing isn't having the desired result. These past two years I've spent a little time learning about the General Education Plan. If one intervention doesn't work, we need to adjust or change what we're trying. I think this is difficult for teachers as well. We get inpatient and we want to see results sooner rather than later. Yet, we need continue adjusting our instruction using the data to drive our teaching.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Change instruction...that is what is missing!!!! Not just putting it into the grade book and moving on.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      I am in agreement with most on the point in the past teachers see the data, but keep on teaching "to cover the content". We are beginning to recognize the need to change but it requires a change in techniques and mental approach. Similar to letting Standards drive what is taught instead of the lessons identifying which Standards are covered.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      If teachers would use the feedback to adjust their instruction, I believe we would have fewer frustrated students! These two parts of the definition--process and using feedback to adjust teaching--are critically important in the whole school improvement process.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This issue of ongoing adjustment is such a powerful concept.
  • integrated into instruction
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      My big learning in my study of formative assessment is that it must be planned, even informal assessment must be planned.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I agree. Purposeful teaching leads to better teaching and more learning by students.
    • Peggy Christensen
      Peggy Christensen on 27 Jun 11
       
      This was an ah-ha for me too. It was during our Every Learner Inquires meetings that I first realized this. I worked with a teacher who write down the key questions he wanted to ask students during the lesson I observed him teaching. He addressed all the questions he had listed. However, just remember that you don't need massive quantiies of quality questions. A few well-thought out questions can go a long way.
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      Peggy, I appreciated your comment about just needing a few well-thought out questions. As educators we tend to overplan, which is fine, but we need to pull back the reigns when extended questioning etc. just isn't needed for thelearning to occur.
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      My district has worked extensively with teachers to identify a purpose and the measures we will use to assess their progress.  These key questions can be the measures along with a number of other strategies.  I agree that many teachers over plan, we need to realize it that some students will not get it and that we need to plan for some enrichment opportunities during the lesson.  This will help students stay on track.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      I agree that planning is important. Formative assessment must be a deliberate part of instruction.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Integrated into instruction.....not taking away from instruction to teach!
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      It is so important that it be a part of the instruction process, and that students be informed of the importance of their role in this process.
  • the individual students.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      And that's where differentiated instruction comes in, as well as differentiated assessment!
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Explicit and communicate are the two words that jumped out at me in this sentence. Teachers need to be explicit and thoughtful with their planning and then students need to know what the intended goals are. It's hard to hit a moving target but if we do these two things our students should have success!
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, explicit and communicated expectations and criteria need to be given for the student to reach the intended goals.
    • denise carlson
      denise carlson on 27 Jun 11
       
      In my work I'm frequently puzzled by the number of teachers that do not embrace the importance of clearly communicating expecations to their students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I also agree that criteria should be clear, otherwise a student does not know what direction they are heading.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      I think that sometimes the criteria and expectations are clear in my head but it is the communication that doesn't always follow through.  This happens to me the first time I assign a project or paper.  I learn after that first time.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I think it's easy to hand back our papers with our feedback on it and then we move on to the next topic. But we need to go one step further and ask students to think about how they can improve the assignment based on the feedback. This might just be a quick write to get the students thinking about improving their learning.
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, we often don't give time for this and it is an important process.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      I also agree. And if a student hasn't mastered a skill/concept how (and why) would a teacher want to move on to a higher level skill?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      An art portfolio with past work shows this growth, but students need to be shown what to look for.
  • about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • terri lamb
      terri lamb on 21 Jun 11
       
      Since improvement is the desired goal in formative assessment, this should be a priority.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Agree! And "disscussion or suggestions about what the student can do to improve" is key. Too many times students are given non-descriptive feedback and true learning and/or improvement does not occur.
  • that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers).
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is very important to remember that the interpretations of historical facts never happen in a vacuum, but always reflect the worldview of the interpreter. Our students need to learn to research the background of their sources and not just take everything presented to them at face value.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      The American Memory web site (Library of Congress) has many historical artifacts that can be used in such a process. Historical inquiry is so powerful when students are able to make the connections that Deborah mentions above.
  • Where am I going? Where am I now? How can I close the gap?
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      Nice, concise questions for us to keep in mind as we plan objectives, goals, and formative assessment of the same.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      These are great questions! Sort of like the 'so what and who cares' questions I keep in mind when planning curriculum. Why am I teaching this and how will my students use it?
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      These are awesome questions. I might have to make some posters!
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I agree that these are wonderful questions for anyone attempting to reach a goal. These questions are useful not only for feedback from a teacher but also provide a structure for student reflection
    • jalfaro
      jalfaro on 26 Jun 11
       
      We must respect our students and involve them in all of the past mysteries regarding teaching and learning. It should not be an I/you situation--"we" is the pronoun of choice for classroom success.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Too often we use "I" and "you" when we should be using "we."
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This principle of being partners seems to start with the respect and trust of each role, (i.e., instructor and learner) in the assesssment process. If the process is interactive, then the teacher will be both instructor and learner as well as the student being instructor (during constructive feedback to the teacher) and learner.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      This is such a short paragraph with so many critical pieces in it! So much of what we know about how social/emotional factors impact learning gets shoved to the back of the agenda under the pressures of better test scores, etc., when it makes all the difference in the world, for exactly the reasons listed here.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The person who has the biggest investment in the student's learning is the student. Students who understand this have the best outcome as life-long learners.
  • by realistic examples of those that meet and do not meet the criteria.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      I sometimes use a college writing textbook with my students because every chapter has "professional" examples of the topic followed by two essays written by college freshmen. My "gifted and talented" students quite often attack the more realistic student essays. I have had some of the most interesting discussions as I push students to fairly and honestly identify the good qualities and areas still to improve in their own writing and in the writing of others.
  • Sharing learning goals and criteria for success with students, support
  • nvolving students
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Involvement--getting students to talk about what matters to them...how are they going to apply the lesson...asking them what else they might want to know1
  • appreciation of differences
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Showing students you appreciate their differences is a personality trait some teachers have more of than others. Cultivating this acceptance can improve the culture and climate of the classroom, and sometimes teachers can encourage with success, this trait in other teachers.
  • The teacher might first offer students a paraphrased version of that goal such as
  • n self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students learn best when they are responsible for their own learning.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      This reminds me of the British expression "Mind the gap." This is a compelling argument, but I wonder about the simplicity of application. Is it feasible for a teacher to give "frequent feedback" of such a high quality that s/he is making sure that every students is in his/her zone of proximal development and then adjusting instruction accordingly. If teachers are to move away from industrialized models of education, then changes in the learning environment need to occur as well. I'm feeling like a Detroit auto executive in the late 1980s.
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Should teachers ever grade peer feedback? Students flock around Student A because she gives in-depth and insightful comments to their work. Student B finds to comma errors and tells his single partner that the essay is "good." Should these students be evaluated? Should they evaluate themselves? Or is this just punishing them with rewards? (I can't think of the title that I'm attempting to steal here.)
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I like the word collaborators used in describing the students in what we are working toward for all classrooms.
  • n addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      I think we leave peer and self-assessment behind in the quest to accomplish all that is required in a 45 minute class period. There are so many online tools and formats that might fill the need for increased peer and self-assessment. Why not encourage backchannel reflections during a presentation? A site such as http://www.chatzy.com/advanced.htm might be one way for this to be accomplished.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Do you like Chatzy better than TodaysMeet?
  • in an eighth grade writing class the students are learning how to construct an argument. They are focusing specifically on speech-writing and have examined several effective speeches, both from prominent speech-makers in history and from previous years’ eighth grade students.
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      Like this lesson idea. I wonder what speeches they are listening to or viewing. I wonder how one can get these to share in class.
  • What can you do to improve or strengthen your opening paragraph?”
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      This is a great way to give feeback on a weak element in writing because it causes interaction with the student, dialogue, reflection, and revision. One can be sure that with this simple question the student will revise and, in turn, grow as a writer.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I agree, this is a great questin for students to think about their work and revise it on thier own, without being told what to write.
  • purposefully planned
    • David Olson
      David Olson on 18 Oct 11
       
      The key si PLANNED, not just incidental
  • In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      This section brings to mind last week's discussion of rubrics - clear expectations expressed in student-friendly language. While I think of rubrics as guides for students, I also think of them as summative assessment tools. Is there a blurring of summative and formative assessment?
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I think they can be blurred. Once the purpose of an assessment is identified, it can be used a number of different ways. ITBS can be formative if data is examined with a formative task in mind just as much as it can be summative. Not?
    • David Olson
      David Olson on 18 Oct 11
       
      Sometimes criteria is better than a rubric.
  • Learning goals and criteria for success should be clearly identified
  • 4. Self- and Peer-Assessment: Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
  • close the gap between students’ current understanding and the desired goals
  • goals
  • goals
  • goals
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I definitely think this is very important to look at in the big picture. There are school SMART goals that need reached as well as individual student goals. The two cannot be mutually exclusive and too often they are thought to be so.
    • David Olson
      David Olson on 16 Oct 11
       
      It should say best used by educators AND LEARNERS, since it is all about how students learn, as well as, how we teach
    • David Olson
      David Olson on 16 Oct 11
       
      and used by students, too.
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      The importance of students is not mentioned
    • David Olson
      David Olson on 16 Oct 11
       
      Students are important also.
    • David Olson
      David Olson on 16 Oct 11
       
      Studetn involvement is important
    • Lynne Devaney
      Lynne Devaney on 17 Oct 11
       
      Students are important.
  • instruction. A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers
  • There are five attributes that have been identified from the literature as critical features of effective formative assessment
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      This outline of 5 attributes is very powerful! Easy for any teacher to get their hands around this. I could see PLCs spenind an entire year talking about even on eor two of these or a principal developing walk-through with these. Thanks for including this article in our reading.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      A former colleague had her students use MovieMaker to record messages to their parents for conferences. She reported that students were thoughtful and sincere as they described accomplishments as well as goal areas.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      Students are not automatically reflective. Providing support and feedback to the student on how they are utilizing formative assessment makes sense.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I think it is important to make sure that students have the structure and organization necessary to help assist their learning. The management piece of this cannot be forgotten.
  • students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Perhaps this would help students learn to provide better feedback to peers. Even after teacher modeling, many students have difficulty moving beyond superficial compliments to provide thoughtful, constructive comments.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      This does take alot of practice for students.
  • two stars and a wish
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this idea! It seems like a good (friendly and safe) way for peers to evaluate each other. Since each student is required to give a "wish" nobdy should get upset about providing or receiving a suggestion for improvment.
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I like this as well. Phrasing can be so important. This puts everything in a very positive light. Instead of this is what you did wrong, the wish looks at what you could do better. The outcome is the same, however.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I have seen this in action before, and it really does help the feedback to be constructive and not offensive.
  • non-threatening environment
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this part best! As early childhood teachers we understand the importance of a "safe" learning environmnet. Children need to feel secure in thier environment in order to be able to give and accept feedback and learn to the best of thier abilities! :)
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Have we taught students that feedback is punative and not for encouragement and to extend the learning/
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I agree that this has to be established, first. I often encourage teachers to take those first couple of weeks of school to establish that atmosphere of trust--not just between the teacher and students, but also between students and students. Then the focus can be on learning!
  • Formative assessment is not an adjunct to teaching
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Formative assessment is essential to learning. It's something that is NOT supplementary or something that might be nice to do. Formative assessment imust be part of teaching and learning. Yet as I consider my educational career, it seems that formative assessment has become a buzz word in education only relatively recently. As we continue to look at ways to increase student achievement, formative assessment is something that needs to become a permanent part of our "educational vocabulary."
    • David Olson
      David Olson on 18 Oct 11
       
      It is part of teaching, and has been, but it is an important new focus, and is being explained more explicitly than ever before.
  • they monitor and take responsibility for their own learning
    • Judy Griffin
      Judy Griffin on 13 Oct 11
       
      Students have to take ownership of their learning, and learn to monitor themselves. It's hard for teachers to let go of the reins!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I agree that is one of the most difficult things; as we like to be in total control.
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Maybe it is time to let the students do the heavy lifting.
  • should avoid comparisons with other pupils
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      This is a really important statement, as I still remember being compared (not favorably) to other students in front of the entire class when in 6th grade.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Too often I see kids comparing themself to their peers and if we can get away from this and focus on an assessment that underlines what the individual child is doing and improving off of year-to-year showing this to the student hopefully they will get a sense of fulfillment in knowing their is growth in their cognitive development.
  • teachers and students receiving frequent feedback
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Sometimes feedback has a tendency to be one sided. It is good to see that both teacher and student should have feedback so that both can adjust.
    • David Olson
      David Olson on 16 Oct 11
       
      This two way feedback is really an enhancement of the Madeleine Hunter model and goes beyond just the teacher checking for understanding.
    • Jessica White
      Jessica White on 16 Oct 11
       
      I like that it is stated that formative assessment is not an adjunct to learning, but integrated. It is part of our instructional process.
  • the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria,
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Just saying "good job" or "needs work" does not help a student. Specifics are important.
  • their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I think that this ties in with a student centered classroom. Students are responsible for their learning and not just relying on the teacher to be the sole provider of feedback.
  • For example, students can work in pairs to review each other’s work to give feedback.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I like this idea, students can learn a lot from providing postive or constructive feedback for their peers. I would think it also helps them improve their own writing when they learn ideas from their peers.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. With the teacher's guidance this is one of the best learning environments.
  • determine how formative assessment may best be used by the nation’s educators.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      This states "best used by" tells me that it should be a useful tool that reduces the daily tasks of the classroom teacher and not documentation tasks that sit on the bookshelf.
  • informal observations
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      Often the informal observations yield just as much information as the purposefully planned techniques. Walking around small groups and jotting down snippets of conversation gives a lot of information.
  • In the year following, the FAST SCASS and FA Advisory Group isolated the attributes that, based on the research and current literature, would render formative assessment most effective.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Our district has been working with AfL for several years, but I have not had the opportunity to read this article before. It is great! Great synthesis and easily difenstible. Would love to (and intend to) use with principals and teachers.
  • itions of formative assessment and related research. The FA Advisory Group and FAST SCASS devoted substantial effort to clarify the meaning of “fo
  • the individual teacher
  • evidence
  • A teacher needs to have modeled good feedback
  • sufficient detail
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I often wonder how much I miss in my instruction or learning due to not enough specificity in many areas of the process. For examle, are the learning outcomes stated in enough detail; do the assessments provide enough detail, etc.?
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I think this is important for the students to know, also. Some learning styles have a difficult time learning one piece unless they can see how it fits into the bigger picture. Helping the students understand how the short term goals all fit together would be so helpful for these students. And formative assessment is a great way for both teacher and student to make sure they are on track.
  • through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      These creative activities for students use so many excellent questioning techniques as students compare and contrast, and in the evaluation and synthesis of ideas.
Adrian Evans

Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Per... - 0 views

www.academia.edu/...erformance_and_Rating_Accuracy

shared by Adrian Evans on 06 Oct 14 - No Cached
  • After comparing the effects of self- and peer-assessment on the writing&nbsp;performance and the rating accuracy of the participants, peer-assessment, however,turned out to be more effective in improving the writing performance of thestudents than self-assessment.
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      This makes me wonder if the reason that peer evaluation is better than self is because of a simple human trait- vanity... as in "I know that this is good because I wrote it" whereas when we look at someone else's work, we will hopefully come with little baggage and can evaluate the work on its own merits.
  • Even if the learner is honest and capable of accurate self-analysis, the choiceof response will inevitably reflect each individual’s interpretation of whatthe statements entail. One learner may interpret the statement ’I can describemy home to him’ as involving a brief description of the external appearanceof a house, while another may think that a full description of the internallayout with all the furniture is also required. If the first learner answers ’Yes’and the second learner answers ’No’, then the teacher has no insight, via thisformat, into what these learners are capable of
    • Adrian Evans
      Adrian Evans on 06 Oct 14
       
      This quote from Tarone and Yule (1989) reinforces the importance of training the students as to what the teacher is looking for. The teacher cannot simply drop the assessment on the students and tell them to get to it, it must be explained and modeled so that the students undertake the task correctly.
kmcastaneda

Articles: Design - 1 views

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

shared by kmcastaneda on 18 May 15 - No Cached
  • it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I see how this is a better way to format information.  Any suggestions on adapting this for the instructional format?  Specifically I'm thinking about online courses and flipped instruction.  If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation?  Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Anyone know if there is a way to do this without Photoshop?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Good reminder!  I want to improve my presentation abilities - not reinvent the wheel.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
  • ...82 more annotations...
  • Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
  • Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Dangit!  Serif fonts are much more visually appealing to me.  I use them for everything.  I guess not anymore... :-(
    • amytlach
      amytlach on 25 May 15
       
      The example below is a great illustration.  I tend to lean towards serif for most things, but will definitely think about this going forward.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
  • (and save teleprompter text for the “notes” field, which the audience can’t see).
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an important thing for me to remember.  I don't have to eliminate my content -- I just don't put it on the slide.  That's what my verbal presentation is for.
  • Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      Not less than 24 pt font and not more than two lines (and even that is suspect).  Got it!
    • kliston
      kliston on 25 May 15
       
      These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an interesting idea!  I like it.  I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
    • kliston
      kliston on 25 May 15
       
      I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
    • amytlach
      amytlach on 25 May 15
       
      This hits home for me when trying to evoke emotion or memories with an audience as well.  Finding the right image will pay off in the end. 
    • amytlach
      amytlach on 26 May 15
       
       
  • Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
    • kliston
      kliston on 25 May 15
       
      I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I agree! The image should only be present if it enhances the presentation, not just to fill space!
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  'Be strong' made me laugh...this reminds me of therapy.  Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!  
  • In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
    • kliston
      kliston on 25 May 15
       
      Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • kliston
      kliston on 25 May 15
       
      eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
  • Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
    • amytlach
      amytlach on 26 May 15
       
      I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time.  Would also be good to share with other as a review of this class when asked.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
  • to be passed out after your talk
    • Karen Stern
      Karen Stern on 25 May 15
       
      I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I think this is a quick and easy item for anyone to do to make them a better presenter.
  • what's your intention?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      True true.  Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined.  And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • Karen Stern
      Karen Stern on 25 May 15
       
      This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
  • Remove all extraneous copy from bullet points
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
    • amytlach
      amytlach on 26 May 15
       
       
  • glance test: People should be able to comprehend each one in about three seconds.
    • amytlach
      amytlach on 26 May 15
       
      I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
  • However
  • approach
  • something
  • Admit your
    • amytlach
      amytlach on 26 May 15
       
      I love this as a reminder....24 point font....no smaller!
  • slide has a text problem
  • main phrases
  • on the
  • phrases
  • Highlight the key phrases that you will help you rehearse for your presentation
  • Speak to that content when you present
    • amytlach
      amytlach on 25 May 15
       
      This was a big take away for me in a previous lesson.  Use it as a starting for the conversation and talk to the points listed, not a reading of the list or points that are listed. 
    • amytlach
      amytlach on 26 May 15
       
      Amy Tlach
  • slide
  • TypeError
  • Slide
  • It’s also important to stick to a consistent visual style in your slide deck.
    • Karen Stern
      Karen Stern on 28 May 15
       
      I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
  • the star, of course, is your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that the audience wants to FEEL is key for me.  So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.  
  • Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.  
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  Exactly.  This made me giggle.  So true.  I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.  
  • never, ever turn your back
  • Always be asking yourself, “How much detail do I need?”
  • guilty of including too much data
  • appropriate
  • limit the bars to 4-8.
  • evokes feelings
  • is emotiona
  • can help persuade and motivate.
  • can increase interest and improve learning comprehension
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
  • retention
  • if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
  • sans-serif font and is professional yet friendly and “conversational.”
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I agree.  Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone.  I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
  • Spend time in th
  • Slide Sorter view, you can see how the logical flow of your presentation is progressing.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
  • How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
  • image is cropped for better balance
  • transparent box is added to help the text pop out
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I've never thought of this effect.  I'm going to try it.  
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Great metaphor for this.  The GLANCE test.  We all can relate.  This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'?  In other words, why should they bother reading/viewing/listening to me?!  Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
  • Lots of extras actually take away meaning
  • they become a distraction
  • overtax the audience’s cognitive resources
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I have thought, in the past, that the audience needed ALL the information I could give.  Yet, now I can reframe that idea as it actually harms the audience.  It's counter-intuitive.  This reframe for me is priceless, because I want to be liked and considered the expert.  Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.  
  • Photos should be taken by the same photographer or look as if they are
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise.  And it's simply more visually easy to digest.  If the audience is jarred, they're less likely to care about what I say.  Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning.  They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it!  It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.  
  • Illustrations should be done in the same style.
  • streamline the text and incorporate simple visual element
  • moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I talk about this in my art classes, the principle of design called Movement.  I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.  
  • use contrast to focus attention
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love silhouettes. White over black or another dark color is my favorite with silhouettes.  
  • your eye wouldn’t know where to begin, and the quote would have lost its power:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yes, just because space is there doesn't mean we must fill it.  Spaciousness allows the audience to feel spacious.  Period.  Breatheability.  
  • if we’d paired the text with a larger or more detailed image,
  • allows viewers to quickly ascertain a slide’s most important elements:
  • visual unity look as though the same person created them
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.  
  • make your message feel cohesive
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely.  This is why Slide Sorter view is so good.  Placement and composition is important here, too.  
  • there’s beauty and clarity in restraint
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Love this!  It's a new quotable for me.  :)
  • you’ll free people up
  • to really hea
  • and adopt
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ultimately, this is what we want.  Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
  • shiny, seductive elements
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
  • Pretend as though you are an audience member
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Like in teaching, it's advisable to become the student before you introduce a subject.  
  • golden rule of PowerPoint presentations — always do what is right for your audience.
  • Very few audiences enjoy paragraph-length bullet points
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?!  Of course I do!  But I forget to lead with this, and I can't afford not to lead with this.  After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
  • try to highlight the main point of each bullet point
  • Think of it as an approach to rehearsing your slides
  • What key part of each bullet point
  • Focus on the
  • cover details verbally that are not reflected in your bullet points
  • one relevant
  • Replace bullet points with images
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Brilliant!  Like visual bullet points instead.  Like cues or clues.  :)
  • trick becomes finding just the right image
lisamsuya

iowaonlinelearning - Teaching Standards - 17 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by lisamsuya on 28 Sep 13 - No Cached
    • manderson34
      manderson34 on 28 Sep 13
       
      How often do we neglect this as educators?  I think often times we focus on the content or the tech tool without giving methods of assessment their due.
    • manderson34
      manderson34 on 28 Sep 13
       
      It is so important for educators to engage in professional learning.  More importantly and prominently than in the past, informal professional learning is available through social media.
  • Engages in professional growth
  • ...48 more annotations...
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • criley55
      criley55 on 13 Jul 15
       
      There are so many things out on the internet that it is extremely important to be sure to analyze what you're using and ensure it is of high quality to be putting in front of students.
  • Understands student motivation and uses techniques to engage students
    • criley55
      criley55 on 13 Jul 15
       
      For some students just having technology in front of them is engaging but we also need to ensure we are utilizing tools for the best use for students and learning.
    • amberstrang
      amberstrang on 14 Jul 15
       
      I know that many of my students will love being able to use technology more in the classroom this year.  Choosing the best tools so that they are not only engaged but also learning and making progress towards learning targets is crucial.
    • syedlik
      syedlik on 19 Jul 15
       
      Technology is definitely a driving force in their lives, now we need to show them how to use it as a learning guide. My son uses technology to research baseball teams and their stats. (math connection) Students could research win/loss ratios, batting averages....etc. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      If students aren't engaged, they'll just go through the motions of completing what's required. I feel we've seen many resources in this course. With sufficient time and devotion, creating engaging lessons should be doable. Tim Fisher
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Using technology and an online format doesn't necessarily mean automatic student engagement. It is important to make sure content is interesting to the students, or find a way to intrigue the students.
    • sstulken
      sstulken on 20 Jul 15
       
      There is a balance that needs to occur, technology use that allows students to interact and demonstrate learning. I also think that we need to "keep the pace" of learning technology with the digital natives that are in our classrooms.
  • intellectual property rights and fair use, and assists students in complying as well
    • criley55
      criley55 on 13 Jul 15
       
      This is something I need to learn a lot more about to ensure I am following rules!
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      As I read this line I thought the same thing. I have a basic knowledge, but I'm not sure if I'm completely up-to-date on things. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree, it is important to be aware of privacy rights. This is something that should be looked at more closely.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • criley55
      criley55 on 13 Jul 15
       
      While adding a technology component may be engaging for students, we need to always bring it back to the content we are wanting to teach and continually analyze the strategies we are using to make sure it is fitting the needs.
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I completely agree that good teaching practice comes down to regularly evaluating the effectiveness of instructional strategies whether there is the integration of  technology or not.  Along with this, formative assessments and data should be the foundation of determining the accuracy and effectiveness.   (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the way our district is going with assessments and quality instructional practices
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I agree with what both of you said.  I also think it is important to continually use the data that we collect to make instructional changes.  We need to keep in mind what is best for kids and if we are not meething their needs, then we need to change our approach. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Informing our instructional practice through formative (ongoing) assessments is critical as we collect the evidence of learning from our students so we can design lessons through technology or other modes that meet our students' needs.
    • anonymous
      anonymous on 16 Jul 15
       
      It is important to have data ready during our PLC time so that we can best meet the needs of our students.
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I agree that this fits right along with our PLC work.  We are constantly looking for ways to create and use formative assessments.  Hopefully, technology will provide us with more ways to do this efficiently.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we are headed in the right direction with the analysis of data. I always think about how data doesn't lie because it is based on facts. Ultimately, the gathering if data can't be the end, it needs not only to be analyzed, but then the gathered information needs to be used to increase student learning. I definitely look forward to doing a better job of that.
    • syedlik
      syedlik on 19 Jul 15
       
      I also agree. Content trumps technology. We must focus on getting the content across to our students and also assess their learning through the course. It must provide each child the support that they need to achieve. Some students may get frustrated with the technology component, support will be needed for these students. We can't allow their achievement to suffer due to any frustration they experience in the online learning format. Sara Arnold/syedlik
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that in order to move forward data must be evaluated continuously and with a purpose. It does the students no good to have them working on tasks if there is no set purpose or growth from those tasks. This means that when we are creating technology activities we must have a way to collect student data to see if the strategy is effective. 
  • (including technological knowledge
    • criley55
      criley55 on 13 Jul 15
       
      When adding technology components, you not only have to know how to use them, how to choose the right one for the task and also be able to troubleshoot to help students,
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I totally agree with you!  It is very important that we are not using technology because it seems neat or new, we need to have a purpose.  I also needs to fit with what the outcome or goals of the task. 
    • syedlik
      syedlik on 19 Jul 15
       
      I appreciate all of the online learning classes that have been offered this summer in our district. For me, summer is when I have time to gain new knowledge to incorporate into my classroom. I am much more prepared to incorporate canvas into my classroom. I hope this will enhance my teaching. Sara Arnold / syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      It's imperative to start with what we want students to learn. It unfolds from there!
  • Assists students with technology used in the course
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      Teachers need to have a certain level of comfort and skill with troubleshooting and supporting their students with technology.  Instructional time is valuable and it is much more efficient if the classroom teacher can quickly resolve basic issues instead of waiting for external support all the time.  However, it will certainly take time to build this capacity within teachers.  
    • juliahendred
      juliahendred on 15 Jul 15
       
      I agree and know that I will need to practice and be knowledgeable personally before delivering content and modeling the use of technology to teachers via Canvas.
    • jnurre
      jnurre on 15 Jul 15
       
      I was thinking the same things...we need to be risk takers and learn the ropes, just like we are expecting our students.  It is beneficial for us to know the ins and outs of the technology we incorporate into our lessons. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I am glad we spent this time learning the ropes so we can use what we know and what we struggled with to help the learners in our classrooms. I want to use a lot of my computer lab time teaching about Canvas and practice using it, so when we are in the classroom, the students can pick up a surface and be independent with what they are doing. Rather than having to ask a million questions of how to get somewhere or do something.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      When designing online instruction, it is certainly important for teachers to be very thoughtful in the organization of their content and delivery methods in order to accommodate the various learning styles of students and their experience with online learning.  I generally try to organize a course with the assumption that there is one person in my course with no experience with online learning or the Learning Management System.  In addition to this, online teachers need to consider how to support students who may need guidance with pacing their independent learning since it is very different than a face-to-face classroom. 
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I think it is important to keep in mind the value of collaborative work even in an online setting.  It can take a little more effort in an online setting to ensure that everyone is comfortable with the setup, but I think it helps create a community of learners, deepen learning, and add interest to the learning environment. (NS)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I love the collaborative work that can happen in an online setting.  I think when used and taught correctly, it can be even better than in person collaborative work for some kids.
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like that they specified that the work needs to be goal-oriented. I am constantly trying to get my students to keep in mind what they are working toward as they work. I think goal-setting is extremely important and something that often falls aside. I really think that teachers can get more buy-in from students if they feel like they are working toward a common goal. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I love the asynchronous nature of online collaboration. It allows for students to work at their own pace and contribute when they can.
  • Has experienced online learning from the perspective of a student
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think there is a lot of value in experiencing online learning from the student perspective.  I have personally gained a better understanding of what is helpful as far as the organization of a course, what is frustrating, and what tools/activities can increase the effectiveness of a course.  (NS)
    • stnovak
      stnovak on 14 Jul 15
       
      I definitely agree with this!  Once you have been in the shoes of the student you have a better understanding of what they need.  It's like looking at it from the students' point of view.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I am taking a student driven learning course that meets this also!  Am enjoying it.
    • juliahendred
      juliahendred on 15 Jul 15
       
      I also agree! I know now from the perspective of a student how tough it can be to navigate and completely understand the online learning environment and how much your comfort level can effect your success. It has been an eye opener for me and hopefully with help me as I assist with some online instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      I have been taking online courses all winter and there is something to be learned from being on the other side.  I seem to be learning more about my own learning style and form of communication.  We will have students experience the same!  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Having this experience from a student's perspective can help teachers be proactive and address misconceptions or potential barriers before the get in the way of student learning.
    • anonymous
      anonymous on 16 Jul 15
       
      I certainly can understand the frustration of students when they are learning something new!
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      For the first online class I took, I felt like the learning curve was very steep!  It has gotten easier with each class and I feel like I have actually become a 21st century learner!  Students are starting with this from a much younger age and it will become just another learning tool, another way of learning for them.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would have to agree with this also.  When implementing Canvas at the high school level, us teachers barely knew what we were doing, but the students and parents were expected to hop on the train with us.  I wasn't able to help the students with their view because I couldn't understand mine :) I would feel like I would have a better understanding of what they are learning and assist them better as a teacher.  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      wow...great analogy with the Canvas reference.  We make decisions based on our past experiences.  If we have never experienced online learning we may not have a good understanding of what should even be expected of an online learner.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree with this and want to implement Canvas into my classroom as soon as possible! Becoming familiar with the website just like I did will help students in the long run. It is important to be a student before a teacher to realize what will cause problems. This is the same thing with any lesson. In science I would go through the experiments by myself first to make sure it worked and to see where students would struggle or have questions.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I am learning so much as I take these courses as a student! It gives us a real flavor for what our students will actively participate in.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I completely agree with this! It is essential that we are able to work through the course through the eyes of a student to ensure that we have sufficient directions and guidance for student success. There has been multiple times when I thought that something online would be a piece of cake yet when I went to work through it I realized that there needed to be more structure. 
    • sstulken
      sstulken on 20 Jul 15
       
      I am always humbled when learning something new and is a great reminder of how students feel when faced with a new challenge. Demonstrate that risk and failure is okay-growth mindset.
  • Understands and uses data from assessments to guide instruction
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think it can be easy for online instructors to create and organize their content ahead of time and not be responsive to student data throughout the course.  It is important for them to make an extra effort to be flexible and use data to guide their instruction. (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the tool we use to facilitate conversation about instruction in our building.  I also like the teaching cycles we are going to for next year.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we need ti be flexible with instruction. If the data isn't headed in the same direction as what is written in the plan book, we need to adjust for the students!
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I believe it is important to have teaching standards, so that all teachers are following the same set of guidelines throughout the state. 
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Students need to take ownership and responsiblity of their learning.  If they are invested in their learning, they are much more likely to do their personal best.  I have noticed the impact this has on my own students, and it's amazing!
    • anonymous
      anonymous on 16 Jul 15
       
      The use of data binders is a great way for students to see thier growth as they move towards reaching their goals.
    • syedlik
      syedlik on 19 Jul 15
       
      We could have online data binders. Wonder if this would be possible? We must balance online learning with traditional learning. It is important for students to gain valuable fine motor skills in their younger years. Sara Arnold/syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, data binders are important way for students to track their learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • stnovak
      stnovak on 14 Jul 15
       
      I think it has to be clear what the expectations are so students know what they will need to be able to do and what concepts they need to know.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agree with your statement.  I also think teachers need to plan ahead of time, so that the lesson has a specific purpose.  If a purpose is created and stated to the students, then the teacher will be more likely to stay focused.  
    • jnurre
      jnurre on 15 Jul 15
       
      This is not only important for educators planning and preparing for students, however educational leaders need to make sure we are communicating learning outcomes and expectations for adult learners. 
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I think that this is essential for students in our daily instruction.  The training we received in writing purpose statements last year has really helped with this standard.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • juliahendred
      juliahendred on 15 Jul 15
       
      Yes, I believe that building those relationships and encouraging students has a huge impact on their success and desire to participate.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      Although the class is being taught online, the students should still be able to feel as though you are there to help answer questions, build a community of trust and grow as a student.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker - My hope is that this class will help me create an environment in my class for frequent online social interactions with me and other students in our class.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I really wanted to reflect on the word positive in this highlight. It goes all the way back to Netiquette from the first OLLIE class. I think it is extremely important to the success of the student to be able to collaborate in a positive manner and not to be afraid of messing up. It is easy to get discouraged using technology when you do not know how to do something, so keeping the environment positive with room for mistakes is important to how I want to run my blended learning.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I agree that remaining positive is crucial. I think it's important for students to understand we don't always have the answers. Sometimes technology doesn't cooperate!
    • sstulken
      sstulken on 20 Jul 15
       
      Showing our students that we embrace technology and push ourselves to learn is so important. Lifelong learner has a different look!
  • including different learning styles
    • stnovak
      stnovak on 14 Jul 15
       
      I liked this because there are so many different types of presentation technologies for example, but including different learning styles will allow the students to have a choice as to which tool they would utilize best.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Choice is very important for students, however we need to make sure that the choices connect with the purpose.  I believe choices are very powerful for studnets, and it allows them to shine in different areas. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Choice can also increase student engagement on projects and other learning activities!  I agree Ashley, that we need to be purposeful when planning our choices.
    • anonymous
      anonymous on 16 Jul 15
       
      In kindergarten we use a variety of different learning styles all day long. 
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I agree that choice is important, but it is also important to keep in mind that students don't always make the best choices for themselves. When thinking about having choices that go with different learning styles, it probably would help to make sure the students are aware of which learning styles work best for themselves through some sort of inventory. Then you could label the choices with what learning styles they work best with. The students can then make an informed decision. I wouldn't necessarily tell them they have to pick the choice that goes with the learning style, but I would suggest it. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree that choice is important. Sometimes technology is viewed as an option and we don't think of how we still need to differentiate within technology. Not all students are at the same levels using technology as well as intellectually. Choice is extremely important to the engagement of the students.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - As mentioned above, I agree that choice is important. I, too, am concerned that elementary students may not have the background to choose, within technology, how they will show their learning. They will need guidance and support to make good decisions.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Differentiation is important to student learning, no matter the format. Oftentimes an online learning format could allow more independent level of instruction for students.
  • improve practice
    • stnovak
      stnovak on 14 Jul 15
       
      I feel like this is one of the purposes of this class. We need to continually learn new ways of teaching or methods and then apply that knowledge so our students can benefit from this improved practice.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I couldn't agree with you more.  It is important for us to be models for our students.  By taking classes and stretching ourselves professionally we can achieve this. 
    • anonymous
      anonymous on 16 Jul 15
       
      I agree! I have spent some time this summer doing some professional reading. 
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I agree with everyone above.  If we don't continue to learn new methods, technologies, tools, ourselves as teachers how do we expect our students to grow?  
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think it's so important to make sure that technology and online learning is used to enhance learning and improve the education of students.  It shouldn't just be included because we want more technology in schools.  We need to include it because it's what's best for the particular students learning in that course
    • trfishe
      trfishe on 19 Jul 15
       
      In mathematics, I think it's critical that the online materials selected or designed be as interactive as possible. I'm hopeful that I'll be able to find suitable materials or ways to create them.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we should not just add technology or online learning just because we want more of it in the schools. It comes down to purposeful planning and ensuring that the technology used is supporting student learning.  
    • sstulken
      sstulken on 20 Jul 15
       
      This is one that challenges me. What tool do I use to get the results I am looking for? An area that I look forward to growing in.
  • Provides substantive, timely, and constructive feedback to students
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think that this is a challenging but very important part of teaching, whether it is in the online or face to face setting.  I think a bonus of online learning is being able to individualize feedback more easily, though it would depend on the number of students in the course.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I think this will be a great tool for feedback
    • jnurre
      jnurre on 15 Jul 15
       
      It seems to me we have more work to do with this standard.  We need to be providing feedback all the time to students and encouraging them to continue to fail forward. I am wondering how online learning impacts feedback?  Is it going to be harder to give feedback?  How will online feedback be perceived?  I know how "texts" and other "online communication" can be misconstrued.  We need to be cautious with our feedback in written form.  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Timely feedback is so important when keeping students in the loop about their learning, they need to be partners.  Being able to give every student in your classroom individual feedback during a lesson can be challenging in one class time.  Using online tools like diigo or through Canvas would benefit teachers in giving timely specific feedback about student learning.
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      Assigning online homework makes it easy to be able to provide immediate feedback!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • amberstrang
      amberstrang on 14 Jul 15
       
      Teaching students how to interact one another appropriately online is very important in the process of online learning.  It's not only a skill necessary for academic success online, but it could transfer over to the social media setting.  If we teach kids how to interact appropriately online, perhaps it can prevent problems online elsewhere.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agreed! Especially since social media is so prevelant with young kids.  If we can at least give them some tools and strategies on internet safety, make we can prevent some cyber bullying. 
    • jnurre
      jnurre on 15 Jul 15
       
      We need to be leading my example.  Students are watching the choices we make every day.  
    • jnurre
      jnurre on 15 Jul 15
       
      We need to teach them, just like every thing else, how to interact appropriately and not appropriately.  It's a life skill!  
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree! With how much our students are online now it is important that we are teaching them how to interact respectfully online. I often tell my students that people are unable to read your social ques through the internet and that it is important that you are able to articulate yourself efficiently for others to understand what you mean. 
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I have heard people say they don't have time to stay current with technology and figure out how to use it in their classroom. Some of them even seem to pride themselves on their resistance to technology. I see that as a huge problem. When that happens, they are making a conscious decision to not do what is best for their students. The reality of the situation is that their students will have to be able to use technology in a variety of ways. Those students will have to be able to use technology in a job someday. I can't think of a single paid job that I have had that didn't require me to use technology in some way. 
  • Understands the differences between teaching online and teaching face-to-face
    • juliahendred
      juliahendred on 15 Jul 15
       
      In looking at providing some instruction this next year to new and veteran teachers, I feel it will be essential for our team to determine what can be effectively delivered through Canvas and what will be best through face-to-face instruction, especially given the diverse knowledge base of the learners.
    • jnurre
      jnurre on 15 Jul 15
       
      absolutely, I agree that this is an ongoing struggle. Just like our classrooms, our buildings are full of diverse learners and we need to ensure we are differentiating all the time.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker- I think this is a great cautionary note for teachers to make sure that we are meeting all the student individual needs.  Technology should be a tool we use to enhance our face-to-face instruction.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I completely agree with Mary, it is important to remember that technology is a great tool, but that I would like to use it to enhance face-to-face instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      This couldn't be more important in education.  We must lead by example. 
    • jnurre
      jnurre on 15 Jul 15
       
      This seems to be ever challenging with technology changing by the moment, but as educators we have to be dedicated and risk takers in the tech world!  
  • Demonstrates
  • Creates a safe environment, managing conflict
    • jnurre
      jnurre on 15 Jul 15
       
      In today's world we have to make sure we are teaching students about cyber bullying and how to interact appropriately (netiquette)!  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is super important.  Would love to see examples of how teachers have set up high school courses and effectively dealt with this. 
    • syedlik
      syedlik on 19 Jul 15
       
      This will be an area that we will constantly need to monitor. We can never let our guard down when it comes to student safety online. Netiquette needs to be taught at the onset of the class and constant supervision by the teacher will be needed, with necessary consequences established and follow through. Sara Arnold /syedlik
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Totally agree, being respectful of folks in the online learning environment to create an environment where folks feel free to share opinions and take risks when learning is critical.
  • Networks with others involved in online education for the purpose of professional growth (
    • conniestarr
      conniestarr on 15 Jul 15
       
      Collaboration with other colleagues and teachers who are also embedding some online learning can be very beneficial.  Learning about best practices together and having conversations about what it looks like in a classroom wnd with students can help grow our own practice and tool kits when providing online learning experiences and opportunities for our students.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would also agree with your comments.  Not only to have colleagues to collaborate with and share best practices, but to help you trouble shoot possible issues.  
    • trfishe
      trfishe on 19 Jul 15
       
      I agree completely! I am hoping to find some teachers in my PLC group or building who will help me in the online portion of some classes! Tim Fisher
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is just as essential as how to deal with a student you caught cheating on a test.  However, I personally need to dig into techniques for dealing with these issues as I have not personal experience with this.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree, this is like cheating. I haven't experienced this directly, but know of multiple students who have had their internet privileges taken away for inappropriate use of their searches. I feel like teaching students what is appropriate and inappropriate online is key. Along with that maybe schools can have a process that all teachers follow in this situation so students have common expectations.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      Using both self-assessment and pre-assessment would really help students monitor their own learning and take more ownership. I think this would help students and parents think more about the amount of learning taking place instead of focusing on a letter grade. 
  • ability to use computer programs required in online education
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is the equivalent of learning how to manage the learning of the warm bodies in our current environment.  So essential to know how to manage a course before you attempt to teach.
  • nd synchronous/asynchronous communication tools
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-as an elementary teacher, I think we haven't done as much with communication tools with students.  This will be a goal to set for next year.  Canvas should allow us to improve in this area.
    • syedlik
      syedlik on 19 Jul 15
       
      Sara Arnold- Asynchronous instruction/learning is the future of education. I have said for years that learning needs to be extended beyond the school day. Using canvas will allow me to connect with my students even when I am not physically in each of my three buildings.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, Mary, that we started with very basic technology, and are ready for collaboration and communication.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we need to be able to extend learning beyond the school day as well as providing opportunities within the school day to reach children when we are working with small groups and others are working independently. Canvas and other online tools will provide an opportunity to continuously work with students even when we are unable to be physically near them. 
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-This is an area in which I need more guidance.  I haven't been very effective at evaluating students in this area.
    • christineclark
      christineclark on 18 Jul 15
       
      This standard makes me think of the mindset of our LA curriculum planning. The idea was to plan with the end in mind. Ultimately what do we want students to know? From that answer assessments can be developed.
  • Applies research, knowledge, and skills from professional growth
    • christineclark
      christineclark on 18 Jul 15
       
      I think that this is important for bettering ourselves as educators and people. To be able to have an open mind, gather knowledge presented, and use that to our advantage is learning that needs to occur.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • christineclark
      christineclark on 18 Jul 15
       
      This is an essential standards, that I believe can be overlooked. I wonder if it would be appropriate to address what effective communication means. Could some negative student behaviors be avoided if communication from all educators is effective, consistent, and positive?
    • trfishe
      trfishe on 19 Jul 15
       
      This is going to be one of the biggest challenges once the course is up and running. Finding the time in an already full day to stay on top of the online component of a blended course is critical, but daunting too! Tim Fisher
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      One thing I worry about is keeping up with the classroom and with the online classroom with blended learning. It could be potentially easy to let the online classroom slip more and care to the classroom in front of you. It will be extremely important for me to keep my eye on the online classroom with communication that is constant and effective to let students know there is a presence and purpose.
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
  • Iowa Online Teaching Standards
  • Tailors instruction to meet the different needs of students
    • syedlik
      syedlik on 19 Jul 15
       
      This online format can be a great tool for differentiating instruction by creating groups. We will be able to differentiation instruction, assignments and assessments. It seems a bit overwhelming right now, but definitely something we can work towards. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      I look forward to using my online materials to assess what my students know, and then have options available to them for remediation, extra practice, or enrichment. I hope to also use groups to enable different sets of students to work together on activities based on the group's needs.
  • student feedback data
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like the idea of using student feedback to improve a course. However, the instructor would need to make sure that they collect the feedback in a way that the students will take seriously and respond honestly. Asking what students liked/disliked will get very different answers than questions that ask students to say what could have been done differently to help them be more successful. 
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that you have to be careful in how you word questions to students to gain meaningful feedback. I think it would be beneficial to know what students are having difficulty with or what they would need to be able to be successful in online courses. 
  • Has experienced online learning from the perspective of a student
  • Understands the differences between teaching online and teaching face-to-face
  • uses data to evaluate
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - The alignment of online teaching standards and Iowa teaching standards in regards to using data is quite obvious throughout the standards.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- It is essential to be continuously evaluating instructional strategies through the use of data. In order to best support the growth of students we must be able to see where they need more help or what need to do to challenge them more. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps. Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • sstulken
      sstulken on 20 Jul 15
       
      This makes me wonder, how can we incorporate more technology into student's tracking their progress? Engagement and learning could be impacted greatly.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging. 
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Presenting streamlined content that still addresses the need for depth and diverse learners will be a challenge in designing on-line courses. 
  • Iowa Core
    • lisamsuya
      lisamsuya on 02 May 17
       
      It is important that the Iowa Online Teaching Standards make reference to the Iowa Core at the beginning because technology and online tools are for the purpose of teaching core curriculum.
  • age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • lisamsuya
      lisamsuya on 02 May 17
       
      I think it is interesting that these particular theories are mentioned in the standards, and it seems important to have a refresher of these theories in the online learning courses.
Paloma Soria

Soria1: La Familia Hispana - 0 views

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shared by Paloma Soria on 26 Jan 13 - No Cached
  • La quinceañera - &nbsp; En Estados Unidos celebramos la Sweet Sixteen. La Sweet Sixteen es una fiesta en honor de la muchacha que cumple dieciséis años. En una familia hispana hay una gran celebración en honor de la quinceañera. ¿Quién es la quinceañera? La quinceañera es la muchacha que cumple quince años. La familia siempre da una fiesta en su honor. Todos los parientes y amigos asisten a la fiesta. La quinceañera recibe muchos regalos. A veces los regalos son extraordinarios -como un viaje a Europa o a Estados Unidos, por ejemplo. Y si la quinceañera vive en Estados Unidos es a veces un viaje a Latinoamérica o a España.
  • Las Meninas - &nbsp; Todos tenemos fotos de nuestra familia, ¿no? Muchos tenemos todo un álbum. No hay nada más adorable que la foto de un bebé -sobre todo (especialmente) si el bebé es un hijo, sobrino o nieto, ¿verdad? Muchas familias tienen retratos de su familia -sobre todo, las familias nobles. Aquí tenemos el famoso cuadro Las Meninas. El cuadro Las Meninas es del famoso artista español del siglo XVII, el pintor Diego Velázquez. En su cuadro, Las Meninas, vemos a la hija del Rey con sus damas y su perro. Vemos al pintor mismo de pie delante de su caballete. Y en el cuadro hay algo maravilloso. Más atrás en el espejo vemos el reflejo del Rey y la Reina. En el cuadro vemos a toda la familia real: al padre, el Rey; a la madre, la Reina; a la hija, la princesa.
  • Paloma Soria on 26 Jan 13
     
    La Quinceañera
Jamie Fath

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

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  • Has experienced online learning from the perspective of a student
    • Gary Garles
      Gary Garles on 18 Jan 13
       
      This is the part that I need to spend a lot of time on...
    • ronda fey
      ronda fey on 18 Jan 13
       
      I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom.
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      Yes, it is a very good personal experience.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago.
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool!
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I agree that this is a humbling experience.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
    • manderson34
      manderson34 on 28 Sep 13
       
      Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important.
    • meliathompson
      meliathompson on 07 Oct 14
       
      I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
    • ronda fey
      ronda fey on 18 Jan 13
       
      Being able to be in contact with the instructor (and other students) is imparative during an online course.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of.  It is a new way of accessing when we can't see the person on the other end.
    • ronda fey
      ronda fey on 18 Jan 13
       
      It is important for instructors to be able to use technology to better prepare out students
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      The challenge is staying current because the technology emerges so quickly.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast.  School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
    • cvryhof
      cvryhof on 16 May 14
       
      I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching.
    • Steven Sand
      Steven Sand on 16 May 14
       
      With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
  • ...87 more annotations...
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
  • Assists students with technology used in the course (Varvel III.C)
  • Assists students with technology used in the course (Varvel III.C)
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
    • jwest70
      jwest70 on 18 May 14
       
      I would also like to be more technology literate after this course.  While I will not be teaching an online course, I will be enhancing my classroom courses with online resources. 
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
    • Steven Sand
      Steven Sand on 16 May 14
       
      I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
  • Communicates with students effectively and consistently
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
    • Steven Sand
      Steven Sand on 16 May 14
       
      This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
  • Understands the differences between teaching online and teaching face-to-face
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
    • barb jens
      barb jens on 26 Jan 13
       
      From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
  • Utilizes a course evaluation and student feedback data to improve the courseþff
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
    • andersonlisa
      andersonlisa on 16 May 14
       
      This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
    • joycevermeer
      joycevermeer on 18 May 14
       
      I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
  • Utilizes a course evaluation and student feedback data to improve the course
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
  • Assists students with technology used in the course
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • renaudr
      renaudr on 22 Jan 13
       
      These are very important for the same reason as what I posted above.  Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • renaudr
      renaudr on 22 Jan 13
       
      I would be interested to know how other teachers do this.  I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
    • barb jens
      barb jens on 26 Jan 13
       
      Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
    • renaudr
      renaudr on 22 Jan 13
       
      I have found that students are more open to communication via online tools than they are in class.  Discussions tend to go much deeper when they are online than in the classroom.  I have had students ask me some rather profound questions that I don't think they would have face to face.
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
  • • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • renaudr
      renaudr on 22 Jan 13
       
      This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree!  When I get lost, I turn to our children or another student to help me.  
  • Selects and uses technologies appropriate to the content that enhance learning
    • James Koop
      James Koop on 22 Jan 13
       
      This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
    • patesl
      patesl on 16 May 14
       
      Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
  • Provides substantive, timely, and constructive feedback to students
    • James Koop
      James Koop on 22 Jan 13
       
      If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point.
    • cvryhof
      cvryhof on 16 May 14
       
      I think this is so important especially for those who are not sure if they are doing an assignment correctly.
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      You are so right -- it's easy to get frustrated when there is a lack of communication.  
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • apeich
      apeich on 19 May 14
       
      I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      Technology can do wonders in the motivation area.  Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
    • andersonlisa
      andersonlisa on 18 May 14
       
      So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      We are going 1:1 next year - ready or not.  It's going to be a learning opportunity for everyone.  Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
    • joycevermeer
      joycevermeer on 18 May 14
       
      This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
  • As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
  • Networks with others involved in online education for the purpose of professional growth
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      Moodle_iowa must be tagged to get full credit.  You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Tamela is able to respond to notes already posted but not able to post original thread.  I am logged in and can see everyone's notes.  I have changed the dropdown menu to Ollie_Iowa.  What am I doing wrong?
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I think it finally worked.  I am not sure what I did differently!  This brings me to #7...it is so important to experience online learning from the perspective of a student :)
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles.  I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • jwest70
      jwest70 on 18 May 14
       
      It's also important to be available to help students.  They will not be learning any of the important content if they are lost in "online never-never-land".
  • Understands the differences between teaching online and teaching face-to-face (
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
    • jwest70
      jwest70 on 19 May 14
       
      I think it's also important to stress the use of proper sentence structure, proper grammar, etc.  Just because it's online doesn't meet texting rules apply.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      It's frustrating to see text abbreviations in an academic class.  It's something I stress - the difference between what is appropriate and when it is appropriate.     
  • to stay current with emerging technologies (SREB B.5)
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there.  That's why classes like this are helpful to bring people together with ideas that can help other teachers.
    • Barbara Day
      Barbara Day on 16 May 14
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
      Barbara Day on 16 May 14
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
    • patesl
      patesl on 16 May 14
       
      This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
  • • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • andersonlisa
      andersonlisa on 18 May 14
       
      It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Steven Sand
      Steven Sand on 16 May 14
       
      I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      You will probably be able to tell my age .... but I've been going to school for 50 years!  If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      Formative assessment is so important to adjust instruction to meet learner needs.
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      This can be difficult and what I find most challenging with online courses.
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
    • Steven Sand
      Steven Sand on 16 May 14
       
      Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • patesl
      patesl on 16 May 14
       
      Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      In today's business world - teamwork is an important skill.  You are right when you say we need to promote collaborative skills with out students.  The online classes can help students work together while not being in the exact location or time.
    • natehernandez
      natehernandez on 18 May 14
       
      This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
    • natehernandez
      natehernandez on 18 May 14
       
      I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • joycevermeer
      joycevermeer on 18 May 14
       
      I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
    • jwest70
      jwest70 on 18 May 14
       
      I'm new to online teaching.  What are your thoughts in rigor?  Do you find online classes more or less rigorous than traditional class?  
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • joycevermeer
      joycevermeer on 18 May 14
       
      I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jwest70
      jwest70 on 18 May 14
       
      I think reflective teaching, while very important in a standard classroom, is even more critical for an online class.  With ever changing technology, lessons will need to be continually modified
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • jwest70
      jwest70 on 19 May 14
       
      If students see instructors violate copyright laws, how can we expect them not to?  
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • apeich
      apeich on 19 May 14
       
      I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
  • evaluate learning materials and resources that align with the context and enhance learning
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
  • Paloma Soria on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • ...8 more comments...
  • Steve Leach on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • James Koop on 22 Jan 13
     
    This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
  • barb jens on 26 Jan 13
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
  • Ama Ali on 26 Jan 14
     
    Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali
  • Ama Ali on 26 Jan 14
     
    studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
  • cvryhof on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • Barbara Day on 16 May 14
     
    Standards for teaching on-line
  • Diane Jackson on 16 May 14
     
    Online Teaching Standards
  • patesl on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • apeich on 19 May 14
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
karolynzeller

ollie1 (Peterman): Iowa Online Teaching Standards - 8 views

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

shared by karolynzeller on 13 May 15 - No Cached
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • joanmax
      joanmax on 15 May 15
       
      Not all teachers know their course content well but are required to teach it anyway
    • lundgrensc
      lundgrensc on 18 May 15
       
      I would also add that there are many that know their content but don't know how to effectively teach it.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • joanmax
      joanmax on 15 May 15
       
      Student feedback is not always reliable.
  • ...15 more annotations...
  • Understands the differences between teaching online and teaching face-to-face
    • reppdi
      reppdi on 18 May 15
       
      I think it's very important to realize the difference.  I'm an intelligent person but get very lost in online courses.
    • karolynzeller
      karolynzeller on 20 May 15
       
      I feel the same way. It made me wonder how often I'd have adult students new to online learning that would have a really steep learning curve just to navigate the course and would feel frustrated. 
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • reppdi
      reppdi on 18 May 15
       
      Important that students are able to easily access the information as well.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • lundgrensc
      lundgrensc on 18 May 15
       
      Experiencing as I go. 
    • annoleary
      annoleary on 20 May 15
       
      Yes! I'll be teaching an online course soon, and have noticed MANY things that I have appreciated and want to be sure to provide for my students. Even though I have taken online classes before, it has been several years and I didn't focus as much on what the instructor does in order to support learning--and help keep frustration at bay!
  • • Tailors instruction to meet the different needs of students, including different learning styles
    • tjetman1
      tjetman1 on 19 May 15
       
      And just how is this done?  One would guess through video, audio, reading?
    • dschaeferia
      dschaeferia on 19 May 15
       
      I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging.  How many different learning styles need to be address for each lesson?   Will address many learning styles per unit cause "too much information"?
    • annoleary
      annoleary on 20 May 15
       
      People have different learning styles, and some do better online. For me, it depends on the course. I did my Masters Degree in Teaching Elementary Reading completely online and LOVED it. However, I am struggling with this course more than I expected. I have discovered that I learn better through reading and hacing written, step-by-step material to refer back to. Rewatching videos several times to complete a seemingly simple task is frustrating. I don't like printing when it's not necessary, but it helps me to print out the information. That realization is just one example of how we all learn in different ways, and teachers need to provide information through as many mediums as possible to help all students.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • tjetman1
      tjetman1 on 19 May 15
       
      Is there a list of these?  So many things to think about.
  • Assists students with technology used in the course
    • tjetman1
      tjetman1 on 19 May 15
       
      This seems like it would be a very important part of online learning. If the instructor is lacking in the ability or willingness to troubleshoot students tech issues, it could make for a very long class
    • dschaeferia
      dschaeferia on 19 May 15
       
      There is no such thing as clear technical support!  I say that tongue in cheek from years of tech support experience.  The tech support needed for each participate varies, just as it does for their learning styles.  There a so many issues that could be the problem, I think if the support needs to be spread out.  This is also frustrating for students who are having problems and have to jump from tech to tech to get answers.  The instructor needs to have a team of help in their back pocket to quickly address student issues.  That may not always be available!
  • Assists students with technology used in the course (Varvel III.C)
    • dschaeferia
      dschaeferia on 19 May 15
       
      There is no such thing as clear technical support!  I say that tongue in cheek from years of tech support experience.  The tech support needed for each participate varies, just as it does for their learning styles.  There a so many issues that could be the problem, I think if the support needs to be spread out.  This is also frustrating for students who are having problems and have to jump from tech to tech to get answers.  The instructor needs to have a team of help in their back pocket to quickly address student issues.  That may not always be available!
  • • Tailors instruction to meet the different needs of students, including different learning styles
    • dschaeferia
      dschaeferia on 19 May 15
       
      I think one of the hurdles we need to jump is tailoring the needs of students. Finding the best fitting material for each learner can be a challenging.  How many different learning styles need to be address for each lesson?   Will address many learning styles per unit cause "too much information"?
  • Assists students with technology used in the course (Varvel III.C)
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (S
    • accondon
      accondon on 19 May 15
       
      Teaching a course or content online is very different than teaching in the classroom.  It is a skill that needs to be mastered for effective instruction.  I think this one is important because the deliver of the content is crucially important for the success of an online course.
  • • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • accondon
      accondon on 19 May 15
       
      Because a lot of online learning is self-paced, self-assessment is so important for individual growth.  If a person can self-assess and monitor their learning as they go, they are less likely to get "lost" in an online course.  The instructor may not always be available for immediate feedback which is why online learning requires a lot of responsibility on the part of the learner.  Formative self-assessment is crucial to successful learning in an online course.
  • Communicates with students effectively and consistently
    • annoleary
      annoleary on 20 May 15
       
      I think feedback is important in any course, but it is even more important when the course is online. Without face-to-face contact, it is difficult to know if I am meeting the criteria of an assignment. It is also less convenient to ask my classmates about their work. The feedback helps me to know if I'm on the right track!
  • Understands and uses data from assessments to guide instruction
    • annoleary
      annoleary on 20 May 15
       
      Yes! I think the purpose of assessments is to show what your students have learned. If many of them have difficulty, the teacher should take the time to reteach the lesson, ideally in a different format to reach different learning styles. If many students don't understand the lesson, the teacher hasn't taught it properly for that particular group. Maybe she used techniques that have worked well for other groups, but the assessment tells you if that particular group understands what you are attempting to teach; if they don't understand the lesson, you haven't truly "taught" it.
  • Understands student motivation and uses techniques to engage students
    • karolynzeller
      karolynzeller on 20 May 15
       
      This is something I'll be interested to dig into and see how the things I use in class would apply online to peak student's interest and engagement.
  • reates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • karolynzeller
      karolynzeller on 20 May 15
       
      This was probably the most surprising part of current online classes to me, how social and collaborative they have become. It's actually harder to hold back on participation (if someone was inclined to) online than it is in a face to face class.
sarankin

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

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

iowa online moodle_iowa ollie_iowa

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

ollie4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

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

shared by Peggy Steinbronn on 25 Jun 12 - No Cached
  • 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.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      I can get on board with this definition!
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      Yes, I agree. I cannot imagine how many hours went into this one short sentence. :)
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      Agreed. We had to do this for an Iowa Core training and it was a lot harder than it looked.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      I think this is an area that has gotten a lot of attention in the last five years, and teachers have become more efficient at this.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      We have been working on this as well. I hope students see why we are doing it. I remember asking a geometry teacher when will I ever use this or why are we doing it. He never did answer me, and I was already confused by the subject. It may have helped me to know why we were doing it.
    • kangas
      kangas on 30 Jun 12
       
      I try to give my students a unit plan/overview at the start of the unit, that lists my goals, the activities we are going to do and a tentative schedule. As we get to projects/assessments, we've already practiced skills and work on fine tuning the rubric together. I hope they are able to see how things fit together but, I am not always sure they get why they need to retain the knowledge for future use. Foreign Language requires you to use prior knowledge of Spanish and English Grammar. This year we will add the references to the national foreign language standards and competency based grading to the mix. Should be interesting action research.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      Yes, teachers need to be very clear about learning goals and success criteria. A part of our Gradual Release classroom walk throughs including interviewing students to see if they can state in their own words what they are learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      Specific and evidence-based feedback is most effective for everyone involved.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      It is the biggest bang for the buck to improve learning compared to any other strategy. This does need to be our focus.
    • Bob Pauk
      Bob Pauk on 26 Jun 12
       
      I agree that this should be our focus. Unfortunately this is more time consuming so for many teachers this can get put on the back burner.
  • ...16 more annotations...
  • The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
    • anonymous
      anonymous on 26 Jun 12
       
      This makes such perfect sense and sounds like it would be so easy.
    • kangas
      kangas on 30 Jun 12
       
      Using google forms and the flubaroo script (add-in) makes quick feedback an easy part of my class. 10 quick questions on the iPad and feedback almost immediately. I wait until everyone is done then send it to them. Then we can look at it again as a whole group.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      It seems important to me that the evidence is for both students AND teachers.
    • Peggy Steinbronn
      Peggy Steinbronn on 10 Jul 12
       
      Thanks for sharing about the Google add-in, flubaroo. It seems like it provides quick, easy feedback that would be useful to students.
  • The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Bob Pauk
      Bob Pauk on 26 Jun 12
       
      I think too often we do not involve the students in even formative assessment. A test, quiz or any other assessment is usually seen by the student as something that is done to them. The teacher gives it to them, grades it and show the grade, rather than it being more of a cooperative project involving both student and teacher with the clear goal of finding out what is being learned in order to improve future learning opportunitites.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      This goes back to the argument of how and why we grade. Why do students expect a grade for everything they do? Because we, as teachers and society, have taught them that the grade is important. Lost in that approach was the idea that the learning is the important aspect of school.
    • kangas
      kangas on 30 Jun 12
       
      I had students tell me that they don't try as hard if it is not graded. So I tell them everything is graded (some is completion, some is accuracy. If it's going to be like the real world/a job, all the things you do are looked at in your performance review, not just one assignment/project. It shows me a lot about work ethic and accountability for my own learning if they don't take the activities seriously. Some are meant to be fun, but they are also educational and chosen for a purpose.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      Good point comparing quality school work to job performance. In the world of work, each day contributes to a person's performance evaluation.
    • anonymous
      anonymous on 26 Jun 12
       
      This seems to be a part that is skipped sometimes. Teacher are actively involved in formative assessments, but are kids always involved? Do the kids know when they need further instruction or reteaching?
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • anonymous
      anonymous on 26 Jun 12
       
      This sometimes seems like the hardest part to me - getting kids to realize that they are responsible for their own learning. Sometimes students want to take a more passive role and it becomes quite a challenge to engage and motivate them to become active participants.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      Agree! Especially second semester of senior year!
    • Heather Whitman
      Heather Whitman on 29 Jun 12
       
      I do not feel that education has done a great job of making learning relevant to THEIR lives. I am hopeful the Core will push us to give projects, assessments, etc. where the kids see their connection (relevant now- not when they are 25) to the world & learning- not just something a teacher assigns.
    • A Hughes
      A Hughes on 29 Jun 12
       
      I went to the AEA 11 TIC/TOC presentation on Project Based learning. It was eye opening to see teachers really challenging their students with a project. I do know some students that just want the easy grade of an objective test instead of projects.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      This is a big statement. It requires a solid rubric, checklist, or whatever the assessment may be in order to have students see exactly what they did and keep us from comparing it to other students.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      I think that with the grade removed, the ease (and temptation) to compare students to each other is reduced. Summative assessments for a grade almost mandates comparisons since you have to rank students, either to each other or to a pre-existing scale. Providing feedback for each individual to do better doesn't have this built in competitive dimension.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      I did this in the writing process. It was difficult for students but powerful. I know now that I needed to model what suggestions for improvements & positives looked like besides, "spell better" or "it was good."
  • there is clearly no one best way to carry out formative assessment.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      And this is what making teaching so difficult yet makes it so awesome at the same time.
    • keri bass
      keri bass on 01 Jul 12
       
      I think this also supports the idea that you need to vary the assessment as well to make sure that an accurate picture of the the students' learning is assessed.
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • A Hughes
      A Hughes on 29 Jun 12
       
      How does the teacher get the students to give positive descriptive feedback? I would be concerned that students would just give their friends the "ok you did great" kind of feedback.
    • kangas
      kangas on 30 Jun 12
       
      I think that this is particularly challenging in foreign language, where students are still acquiring skills of writing. To do this effectively, I think you need to scaffold it, and then have the student look at his/her work with a definitive list of criteria and then have a peer look at it with the same list and ultimately have them compare it. I am not sure how to account for kids who don't have the skills to do the task....
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      This is the important part for teachers to understand. We often think, or hear other complain, about every new idea being somethign new added to their workload. This is actually a purposeful planning of many concepts that you already employ, just being used for a more structured and planned purpose.
  • Collaboration: A classroom culture in which teachers and students are partners in le
    • A Hughes
      A Hughes on 29 Jun 12
       
      Collaboration between the teacher and students takes time to establish. As a librarian, this is extremely difficult for me to do. I drop in and collaborate with the classroom teacher for a short lesson.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal
    • jquandahl
      jquandahl on 30 Jun 12
       
      This is such an important point. Teachers and students need to be "on the same page" - understanding where they they are going, why, and how they will get there.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • jquandahl
      jquandahl on 30 Jun 12
       
      Another important thing to remember. Sometimes, as teachers, we can lose sight of how important it is to MODEL MODEL MODEL in order for students to truly understand and be successful.
  • formative assessment be regarded as a process rather than a particular kind of assessment.
    • keri bass
      keri bass on 01 Jul 12
       
      I like that it repeats the importance of the process here. I noticed that in the official definition it does not mention a means of ranking students, but rather a process intended to improve student achievement. I think too much emphasis gets place on the grade by both students and the teacher and not enough emphasis on the learning.
    • Peggy Steinbronn
      Peggy Steinbronn on 10 Jul 12
       
      I agree with your comment about emphasis on the grade--parents seem to be in the same "boat". How can we get that turned around?
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning. However, student- and peer-assessment should not be used in the formal grading process.
    • keri bass
      keri bass on 01 Jul 12
       
      While I believe that teaching the subject encourages deeper understanding, the counselor me is more cautious about the potential harm in pairing the wrong students. I think it would be imperative to choose the right partners to insure optimal learning.
  • feedback
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
leipoldc

ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

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

shared by leipoldc on 12 Apr 20 - No Cached
  • 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
    • tkofoot
      tkofoot on 12 Apr 20
       
      Everything we do is to improve student achievement. This helps us going future instruction.
    • maryhumke
      maryhumke on 12 Apr 20
       
      WE hear data driven decisions so often but this is a such a clear definition of why we base instructional decisions on data.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedbac
    • tkofoot
      tkofoot on 12 Apr 20
       
      It is important to do this as students are doing work, having group discussion, and possibly by another adult that can step in the room. One person may observe learning or needs that another cannot.
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • tkofoot
      tkofoot on 12 Apr 20
       
      This collaboration is important. Students need to feel like they have respect and "own" their learning. I teach Special Ed, so I always give students a way to own their instruction and opportunities to improve.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I agree. Not all kids are risk takers so when they feel supported they are more likely open up with the others in the learning process
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is the direction I really want to go in my classrooms. It is transitioning my students from passive to more active learners. The part that I have work on is building the class norms and modeling them properly in my class.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      A classroom culture where there is collaboration between teacher and students in the learning process would be so exciting. I think it would hold students more accountable when they are part of their own process.
  • ...29 more annotations...
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students
    • tkofoot
      tkofoot on 12 Apr 20
       
      This is an important statement. Students need to know the instructional goal. I do think this is missed. It is a good reminder for me moving forward. I feel like I do this, but what does that look like?
    • nkrager
      nkrager on 13 Apr 20
       
      Agreed! However, I struggle to find that most students don't "care" about this goal unless you make it relevant to them right now. (And even with this some don't care.) I would love for students to buy in to what we are all doing in our classrooms and understand the bigger pictures, then they would understand the learning progressions.
    • ravelinga
      ravelinga on 14 Apr 20
       
      The communication of the end goal is something that I need to do a better job with. I think I will have better outcomes from my formative assessment when my students see there purpose rather than just me.
    • jhatcher
      jhatcher on 17 Apr 20
       
      My new curriculum is all about the I Can statements and reviewing it at the end, so this is very helpful. I agree with the comment above- Now to motivate the students to care!
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I have enjoyed our course work on this. It has made me really think the steps between objection and assessment.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with you. The Progression diagram that I have made 2 different times has really helped me understand how to break the learning down. Trying to make sure students are achieving at each step is so important to their success.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • maryhumke
      maryhumke on 13 Apr 20
       
      I will remember these questions Often feedback is just a general statement of good job. These questions will drive student with specific feedback.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      I really like the idea of posing those questions to the students and make them more engaged in their learning and the skill of really knowing where they are in the learning progression.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I imagine the learning progressions posted on the wall and when conferring with students, posing the questions - where are you now? where are you going? how will you get there?
    • anonymous
      anonymous on 16 Apr 20
       
      I think posing the questions to students would be a great way to have them do some self-reflection. That would also help the teacher to understand the students' perception of where they are and be able to give appropriate feedback. For example, a teacher might think a student is doing something well because they have evidence of that, but it would help to know if the student felt they knew it well enough so that they could replicate it in the future.
  • student- and peer-assessment should not be used in the formal grading process.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree. Peer assessment is meant to help both students learn something new and reflect on their learning/work from a non-teacher perspective.
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nkrager
      nkrager on 13 Apr 20
       
      I want to increase this in my classroom so if you have ideas, please do share! :) I want students to feel comfortable with this process and care about the learning progressions we are moving through. I want there to be good peer feedback and not just students "jumping through the hoops" so that they themselves get better at the big ideas and collaboration pieces.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • You must also relate your explanation to one of the properties we have been discussing in class to indicate the reason the steps were incorrect.” Again, the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • nkrager
      nkrager on 13 Apr 20
       
      These are only effective when teachers/students use them to drive the instruction further. It is not enough to just say that we are doing formative assessments but then disregarding the data that they give us. Changes and adaptions must be made to successfully move all students forward with the material.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I agree. I think this also goes with doing a pretest or pre assessment. What data are you trying to get and what are you actually going to do with that data to enhance your teaching and to adjust your teaching for your students.
    • jhatcher
      jhatcher on 17 Apr 20
       
      Really packed classrooms of students can make this so difficult!
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning.
    • nkrager
      nkrager on 13 Apr 20
       
      So important to build this process in our classrooms so that students take ownership of their learning and want to do better. (I would love tips on how to do this better in my own room if anyone has some!) :)
    • jessed44
      jessed44 on 18 Apr 20
       
      Getting students to consistently take ownership of their learning has been one of the most difficult tasks of my career. Intrinsic motivation is key, but by definition, it has to come from within a student There are things a teacher can do, such as offer freedom and choice, but this can be very difficult for students that do not buy in.
  • a process used by teachers and students
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's important to emphasize that it is a process used both by teachers AND students. I think too often, students don't realize how much informaiton a formative assessment can also provide them and help them with goal-setting for future lessons.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think that most teachers use formative assessments throughout their lesson plans and teaching without even knowing that they are doing it!
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is why I liked the learning progression activity. It put the use of formative assessments front and center when creating units. Something I need to do better with.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree that teachers have been using the formative assessment process before it was given a name. I think they knew they were doing it and because it is good practice, gave it a name.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's always interesting to hear the groans from students if I announce that we are going to have a more formal formative assessment (such as a quick 2-3 question quiz) vs. the simpler formative assessments that I conduct daily in terms of having conversations with students/groups or thumbs up/thumbs down. There's this misconception with students (at least my own) in that if I announce we are having an assessment, it suddenly becomes more important than the daily check-ins.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      In my building we've spent a few professional development sessions on crafting student-friendly learning targets that we regularly communicate to students and that students can communicate back to us. We are working on how we can better have students monitoring their own progress at reaching those learning goals. I think it's critical that the learning targets are student-friendly so that it becomes easier for them to monitor their own progress.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      The communication piece is key to pulling teachers and students together for the same purpose. I would love to continue on finding ways for students to understand the formative assessments and how they can help in the student's learning.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      Yes, getting students not to push back is key. I find that my students this year, shut down if I attach the word assessment to any thing. I think that they issue is, the educational system has trained students to think with a "for grade" mentality. Somehow we have to shift that focus to a "learning mentality". Is it possible to get parents to and students not to worry about grades and simply worry about the learning that can happen?
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      I think the use of peer-assessment can be really effective in helping students think about their learning and make changes. It's helpful for them to hear from their peers, and not always receive feedback from just the teacher. I think this brings up a good point, though. Students have to be explicitly taught how to provide helpful feedback, without it, their comments and feedback are often superficial and won't really help the student make progress.
    • ravelinga
      ravelinga on 14 Apr 20
       
      I really like this as a formative assessment that I need to incorporate more into my units. What I like is the students are now being more involved in the learning process.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      Have you had any success doing this. At the middle school level we have started pairing the teams together and we present and give feedback across the two teams. However, it is still not what we want it to be. We made a sheet with look fors and sentence stems to help students. We've even stopped a class of 60 students and told them that we are listening for you to us...(a certain sentence stem), and that helps a little, but it still seems a bit fake. I can't tell if we aren't doing something right or if the idea of it is just so foreign to them. I know that as a student we never did peer feed back and the best feedback I got from a teacher was a, "Wow, your hard work is evident".
    • leipoldc
      leipoldc on 25 Apr 20
       
      I like the idea of peer-assessment, but think it would probably work best when the students do not know who is providing the feedback nor to whom they provided feedback. It would require discussion and practice, but allows students to do some analysis which should cause more critical thinking of the work they too are completing.
  • process
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I think we still struggle as a system to view formative assessment as a process. Case in point, administrators in my previous buildings would ask teachers to bring their "formative assessments" to our PLC meetings. It became a tangible thing vs. observations, etc.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      I am glad that you brought this up. This whole process is supposed to be something that moves student learning forward and deeper and our profession to new heights. That definitely gets lost in translation when it becomes something forced. My administrators have done the same thing. The meaningful process becomes lost when teachers do it just because they are told to, or they are just going through the motions. I think that you are correct when you say it's so much more than a tangible thing, it has to be observational as well. We also have to get educators to see the value of it and using formative assessments to guide our practice.
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      "timely feedback" - students don't want formative feedback when they already took their summative assessment. Make the feedback relatable and clear. If you make the feedback irrelevant it is not meaning full to the student.
    • mkanost
      mkanost on 14 Apr 20
       
      I do like using the language in the rubric to specify what they did well as well as what needs to be built upon to hit the success criteria.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I also liked that part. I have a hard time with the whole specific, timely feedback. I don't always know how to go about doing it for a 150 students. I think that being more clear on the rubric might really help. Rather than focus on content I could include wording needed that help develop the skills needed to get to or master the content. I still am unsure how to effectively answer the where going, where now, and closing the gap questions. I wonder if students can be given a self assessment with a carefully worded rubric and them I can review those and make changes as needed. What ideas or methods do the rest of you use to meet the needs of the last three questions in this sentence?
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      or rather the end of the next sentence, sorry
    • benrobison
      benrobison on 21 Apr 20
       
      YES! This cuts out all of the fluff and gets to the heart of what we want kids to learn! Creating better learning targets makes teaching much more purposeful!
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think this is a great way to incorporate the rubric that would be used to assess the student. Peer feedback is one that could go really well and really bad if the teacher doesn't set the guidelines of what it looks like. This is a teachable moment in it's self.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with this statement. If a student can successfully self evaluate according to criteria like a rubric then they can have success with peers. Start there.
    • jessed44
      jessed44 on 18 Apr 20
       
      I have found that if I ask students to give each other a grade, it is basically useless, as they will just give each other an A. But if I ask them to comment and send back for revision, in actually work quite well. Qualitative over quantitative has been key for me.
  • In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • parkerv
      parkerv on 13 Apr 20
       
      Viewing formative assessment as a process rather than any one or a series of discrete assessments is critical in my mind for formative assessment to really do what it is meant to do and that is to inform instruction and improve student learning. Never too many reminders of this fact.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think the definition has changed a bit since 2006. I know my administrators include AFTER the instruction as formative assessment such as ticket outs and even quizzes. All still help guide teaching decisions but many occur after.
    • benrobison
      benrobison on 21 Apr 20
       
      We use formative assessments in the in-person classroom multiple times within the class period. I have done some formative assessments, realized all of the kids were well past proficient (thanks to great background knowledge), and I moved on. In that sense, there was no test needed.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • parkerv
      parkerv on 13 Apr 20
       
      It is important to identify those "just right gaps" for individual students and for the class as a whole so that time isn't wasted on things they have already mastered nor do some or all of the students feel lost or overwhelmed. Learning progressions in conjunction with ongoing formative assessment help pinpoint where additional instruction or practice may be needed.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      This is one of the positive aspects of blended learning. I can figure out who has gaps and bring them in to work on the skills they need to improve.
    • anonymous
      anonymous on 16 Apr 20
       
      I hadn't thought about how an additional benefit of a well-written learning target is that it allows a teacher to readily know what the next step of learning is for students and let's them use that knowledge to help give feedback that is alerts the student to next steps in their learning, but that makes absolute sense!
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • parkerv
      parkerv on 13 Apr 20
       
      Providing students with user friendly criteria upon which they can self-assess their own progress is critical for optimal learning.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I agree! Too many students aren't able to tell if they are "on track" because they think they have to get in the heads of their teachers. The assessment piece remains a mystery to them.
  • Formative assessment is a process that directly engages both teachers and students.
    • parkerv
      parkerv on 13 Apr 20
       
      Student involvement makes the formative assessment process so much richer and teaches students life long skills that will help them think critically when in the workforce. I believe it also helps motivate students to do their best.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays. This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This process really helps you hone in on scaffolding to move learning to your end objective.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kshadlow
      kshadlow on 14 Apr 20
       
      Feedback throughout the process is so beneficial to the student. I think it is easy for teachers to skip this part or not notice they are giving it during conversations. Written feedback usually happens in those final assessments.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • kshadlow
      kshadlow on 14 Apr 20
       
      I think teachers and students need to hear and believe this concept more. Once teachers buy into allowing students more o fa role in their learning, students will take on more responsibility...in the ideal world.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      Absolutely! We need to re-structure the classroom environment so that students don't see it as hierarchical. The teacher should be a guide in the room, sitting among his/her students. This way, students may begin to develop more ownership of their learning.
    • leipoldc
      leipoldc on 25 Apr 20
       
      Helping students see that the only way they can truly learn is when they take ownership for their learning is the key. We will never be able to teach someone who does not want to learn.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This idea takes some of the worry out for students who don't want to hurt or offend other students in the critique.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think this will definitely happen. The more it is done, the better students will be at peer editing.
  • inform instruction and learning during the teaching/learning process
    • mkanost
      mkanost on 14 Apr 20
       
      This is so important to decipher the difference between summative and formative.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree! This is for the teacher and the students.
  • particular kind of assessment.
    • mkanost
      mkanost on 14 Apr 20
       
      My first year or two, I believed that it was a specific assessment. The confusion between formative and summative for a new teacher is hard to grasp if you haven't been explicitly taught.
    • anonymous
      anonymous on 16 Apr 20
       
      I worry that in our district's attempts at the PLC process that teachers have gotten the wrong impression that formative assessment has to be proven through a specific assessment in order to facilitate a data-driven discussion. I believe that data can tell us a great deal about where our students are and how to move them forward, but I don't like the idea of it replacing ongoing feedback about the process.
    • jessed44
      jessed44 on 18 Apr 20
       
      This is an important point. Any, and potentially all assessments can and should be formative.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways
    • mkanost
      mkanost on 14 Apr 20
       
      An effective teacher understands that this must be built upon before students can learn new material.
    • jessed44
      jessed44 on 18 Apr 20
       
      Looking back at my early days as an educator, I did not do a very good job at this. In hindsight, I really assumed that students knew how to do some things that they obviously did not know how to do. I still find that I have to get myself to slow down and break apart tasks for students. I wonder how many other teachers struggle with this, and may not even be aware of it!
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I think this is so very true. I fully think that we as a system we have to do a better job at promoting learners not students. Students do things for a grade. They follow the rules so they don't get into trouble. They don't follow the rules to get out of work or other outside issue. Learners however, they do the work to learn, even if it were not graded. They come to school to better themselves and they understand that they are there are doing the work for themselves, it's a passion of self improvement. The know the teacher is there to facilitate them and they understand that the person in charge of the learning in the classroom isn't the teacher, it's them, the learner. I hope, that through the formative assessment process, scientists seminars, and norms that I have developed, that I am beginning to foster more learners and less students. It is a journey that has forced me to become less of a teacher and more of learner myself.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • anonymous
      anonymous on 16 Apr 20
       
      As an instructional coach, this is a step that I frequently saw teacher's skip when they asked students to to self- and peer-feedback. Teachers assumed students knew how to give high quality feedback then were frustrated with the responses with students gave, often coming to the conclusion that self- and peer-feedback were a waste of time because the feedback lacked quality.
    • benrobison
      benrobison on 21 Apr 20
       
      I find this the most important piece. If I don't model feedback, how are kids supposed to know what's going on? Without the modeling, this becomes an unimportant time-filler.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • benrobison
      benrobison on 21 Apr 20
       
      I would say that sometimes PLC work goes too far in this...there is too much data being thrown around, and less attention to actual teaching. Sometimes, the formative assessments are analyzed but the kids don't receive any feedback. If we want our students to be a partner in the learning, the feedback has to be provided to the student, not just for teacher use.
anonymous

ol101-2020: Iowa Online Course Standards - 0 views

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

shared by anonymous on 15 Jun 20 - No Cached
  • 2. INSTRUCTIONAL DESIGN (NACOL 2)
    • nkrager
      nkrager on 15 Jun 20
       
      The instructional design is so important to start off on the right foot with students! If the course is not set up effectively and clearly, students will lose interest right away if they are confused. Expectations, requirements, privacy, netiquette, integrity, etc all must be addressed early on in a clear manner to provide the structure for a successful course.
  • • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa I have found this to be helpful to me as I am taking online courses. I think it will help my elementary students feel secure before they move on to the next skill, as it will for me as their teacher. Having a feature for students to make corrections, or add more to their assignments/projects is important in the learning process.
  • The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning (iN 4.7, QM 6.1, 6.2, 6.5, ROI 5.a)
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This is where I will need to do more learning and training with. I utilized email, and I realize the benefits of videoconferencing , so would like to add that to my online component.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      Yes, I need more training with how to add additional tools to make my online learning more meaningful. I can do some very basic work, but I need to do better. I have found the AEA online tutorial that Evan sent out to be helpful and have it bookmarked to go back to as I continue to learn.
    • pbenezra
      pbenezra on 21 Jun 20
       
      I grade assignments promptly. We have small class sizes so I can always read every assignment and provide feedback.
  • ...26 more annotations...
  • bjectives are measurable
    • olga1203
      olga1203 on 15 Jun 20
       
      Many times objectives are stated in a language that does not lend itself to being easily measured.
  • A variety of high-quality learning resources and materials are available to increase student success (iN 1.5, 2.11, 4.4, QM 4.5, ROI 5.c) • The resources are of sufficient rigor, depth, and breadth to teach the standards being addressed. (QM 4.1) • Instructions on how to access resources at a distance are sufficient and easy to understand.
    • olga1203
      olga1203 on 15 Jun 20
       
      Always the best resources! Vetting should be rigorous
  • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated (
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Setting the standards for online communication and activities are very important before a student begins a course. These foundational steps help teachers and students start on a path of learning rather than disciplinary actions and disruptions to learning.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This would be extremely important to have in the proposed standard because we are required to align with the Iowa Core. We need to be able to add content, activities and assessments that support those objectives, and accommodate different learning abilities.
  • The course provides opportunities for appropriate student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
  • The course instruction includes activities that engage students in active learning.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      We use Digits in 6-8 math. It is a online program that has many good features. But some of the homework is multiple-choice questions. Usually there are 4 possible answers and the student has 3 changes to get it correct. So some students just guess until they get it correct or go to "similar question" and again guess until successful. This in not active learning.
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards (iN 1.2)
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      It will be even more important this year to consider the district's standards. Our time will be very valuable since we have pre-requisite skills to fill in from last year.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      Right,everything we do is now wrapped around our teaching standards and reporting out how students are doing with those standards.
  • The course meets universal design principles, Section 508 standards and W3C guidelines to ensure access for all students.
    • pammason
      pammason on 19 Jun 20
       
      All students means just that ALL students and there are many groups that are considered "special" groups in a brick and mortar class.
  • including a self-introduction activity for students and the instructor
    • pammason
      pammason on 19 Jun 20
       
      These introduction activities at the beginning of the class are of high importance as you are not spending face to face time together . Good teachers get to know their students and these introductions are a great starting point.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is an important idea to keep in mind while teaching online. Even though we may be using technology to teach, that technology should be geared toward each learner's specific learning style. This is something I need to work on and keep in mind while teaching online.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      This is an idea that I really like. I enjoy challenging students to reach their goals and beyond. I like that this should be happening in online schools as well.
  • Instructions make clear how to get started and where to find various course components.
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is a very important idea for both student and adult learners. It is important for teachers to set that foundation with students so they feel comfortable with the online components being used in the class.
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      With online learning being new to so many of our students and parents I agree that we need to have a good foundation for them to easily understand the process and to be comfortable with it.
  • Technologies are chosen that are accessible to students
    • mrswashburn
      mrswashburn on 19 Jun 20
       
      I think this is a very important idea that needs to be addressed before online learning can even happen. Teachers need to make sure that all students have access to the technology being used and the internet. Without these in place, students will not be able to be successful in the online learning environment.
  • The course is organized logically
    • vonderhaar
      vonderhaar on 19 Jun 20
       
      We need to make sure our courses are organized and logical for both students and parents so it is easy for them to understand and so they do not become frustrated.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Encouraging highlighting, as well as student summaries in their own words, when students take notes.
  • Regular feedback opportunities, including autonomous feedback such as "self-check" or computer-generated practice assignments, make the student continuously aware of his/her progress in class. (
  • The course provider offers orientation training.
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      This is important so that the online learner has the explanation and experience of how the tools and other parts of the course works. This will help eliminate possible frustration from not understanding how to work with the online program.
  • C. Learner Engagement
    • mstoner31
      mstoner31 on 22 Jun 20
       
      If the students are not engaged, there will be little learning. Appropriate and timely progress monitoring will also encourage learner engagement. A variety of teaching/learning strategies will further encourage learner engagement.
  • 6. LEGAL RESPONSIBILITIES • Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). (iN 4.11)
    • mstoner31
      mstoner31 on 22 Jun 20
       
      Student information confidentiality is of great concern to ethical educators as well as the parents of these students. Too often, in the past, confidential information was not guarded and those who did not need access to this information were able to access it. This story, although not about curriculum, addresses this point: A substitute teacher was helping with lunch duty and saw students' lunch account balances. At a school board meeting this substitute, who was a liaison community member, commented on how many students were carrying negative lunch balances!
  • incorporated and taught
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      As a technology teacher I am always looking for ways for teacher to incorporate what I am teaching with what they are doing in the classroom and vice versa.
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      I believe this get looked over and not done correctly.
  • self-directed learning
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      I believe teachers and students need to be educated on what self-directed learning means.
    • anonymous
      anonymous on 25 Jun 20
       
      After reading the article about access and equity, it made me realize how easily barriers can be put up that restrict access to certain courses. If you need to purchase a certain app or have to have the premium acct for a certain website to participate, barriers are being set up.
  • accessible to students
  • Technologies are chosen that are accessible to students
    • anonymous
      anonymous on 25 Jun 20
       
      After reading the article about access and equity, it made me realize how easily barriers can be put up that restrict access to certain courses. If you need to purchase a certain app or have to have the premium acct for a certain website to participate, barriers are being set up.
  • Regular feedback opportunities
    • anonymous
      anonymous on 25 Jun 20
       
      Regular feedback I feel can be more difficult in an online course. When you are in the face-to-face you can receive feedback directly to you or from what others are being told so you can judge how you are doing. In online courses you either need to request feedback or wait for the instructor to post something. In the ideal online course there would be an occasional face-to face video meeting to discuss your progress. The time frame of most courses and the amount of students in the class prohibit that practice.
candace berkley

Articles: Design - 0 views

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

shared by candace berkley on 14 Feb 15 - No Cached
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • stac34
      stac34 on 14 Feb 15
       
      As a person who likes clean lines and simplicity, I apprecaite this statement. I think less can definitely be more!
    • brendahack
      brendahack on 23 Feb 15
       
      It seems to be proven over and over when we see examples of noise and clear slides.
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing.
    • stac34
      stac34 on 14 Feb 15
       
      This is a great place to proofread and edit to ensure that the presenatation flows and keeps a common theme throughout. I think that it would be easy to spot slides that need some work when looking at all of them at once.
  • Presenter tiles image
  • ...48 more annotations...
  • 8) Presenter tiles image
  • Presenter tiles image
    • stac34
      stac34 on 14 Feb 15
       
      Do people seriously do this??
  • People should be able to comprehend each one in about three seconds.
    • stac34
      stac34 on 14 Feb 15
       
      This is a good rule of thumb, I think that is why the visual on the page is so important to help quickly understand the content.
    • jsoland
      jsoland on 24 Feb 15
       
      I really like this as well. I have such a difficult time figuring out what text to include. This will definitely help me to minimize and focus on what's really important.
  • What key part of each bullet point do you need to mention during your PowerPoint presentation?
    • stac34
      stac34 on 14 Feb 15
       
      This is a good point when thinking about trying to get closer to the "six words per slide" rule. Keeping in mind the key details can help decrease the use of words that are not needed.
  • convert each bullet point into a separate image
    • stac34
      stac34 on 14 Feb 15
       
      Great idea! After deciding the important details on a slide, rather than just including those find a visual that represents what the bullet points would have siad. The presenter will still have to explain what the visuals mean, but that should happen anyway, much bettter than sentences next to bullet points!
    • brendahack
      brendahack on 23 Feb 15
       
      I like this, but also wonder if it is too noisey. Do you think it could be divided into several slides of reasons, or does that become too many slides?
  • Avoid using PowerPoint Clip Art or other cartoonish line art.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I have been a sucker over the years to use generic clipart. I thought this was something we could do. Now I know we need to use human images to bring more personal aspects to the presentation.
    • brendahack
      brendahack on 23 Feb 15
       
      :) You are not alone on this one.
  • No audience will be excited about a cookie-cutter presentation
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I absolutely thought using templates were what you were supposed to do. Ooops.
  • Make sure you know the difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font (Helvetica or Arial
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      When creating a presentation, so not mix these fonts. The articles stated to stay with Helvetia and Arial with only two colors per slide.
  • Text within images is but one way to use text/data and images harmoniously
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I look forward to trying this out and adding gradian to the picture.
  • Presenters are often tempted to fill it up with additional content that competes for attention
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      If I had a photo that contained white space on the edges, I usually put a border around it. I did not realize we were to keep the white space open in order to create "open space" needed in a presentation.
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you. Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • jsoland
      jsoland on 20 Feb 15
       
      I'm embarassed to admit this, but it had never occured to me to prepare a handout other than a copy of the slides until this course.
  • Clip art is chosen
  • Clip art is chosen
  • Avoid off-the-shelf clip art
    • jsoland
      jsoland on 20 Feb 15
       
      So, this example is pretty extreme in how bad it is, but I'm really starting to dislike anything clipart. It seems it is never appropriate.
    • candace berkley
      candace berkley on 20 Feb 15
       
      Wow. This anecdote makes the point very clear: The presentation is to aid the presenter, not replace the presenter.
  • Have a visual theme
    • candace berkley
      candace berkley on 20 Feb 15
       
      I get this concept: Theme is established through consistent choices in color, font, placement, images and not through templates.
  • Use color well
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      Another issue I have seen with color is the projector. I have seen a lot of pretty presentations that were turned horrible by the projector. My principle was trying to promote some school spirit and had his slide in school colors (purple background and yellow text). Purple backgrounds were turned pure black when projected. It looked ok, but the point was completely missed. I think it is important to keep it simple and test it out if I can before I give it to help prevent that issue. 
  • cheesy sound effects
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      This makes me think of my dear education professor in college. He was 70 something and loved teaching. He tried so hard to keep up with the times, and he must have had someone show him the audio buttons because every slide in his presentations would have a different sound effect. It wasn't really engaging, just annoying. But, we all knew how hard he worked and that he truly loved teaching. 
  • entire presentation
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      This view will also be more effective without all of the bullets and large chunks of text. 
  • es the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      This is one of the biggest struggles I have will use full background images. The text doesn't pop like I want it to. I like the idea of adding in the transparent box. 
  • add one relevant image to the slide
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      This is where I feel I get stuck. I want them to be more engaging then this, but I also don't want to have simply concept pictures. 
  • with images
    • sarahjmoore
      sarahjmoore on 21 Feb 15
       
      I think this would be really effective if you reveal them as you talk about them creating that flow of content. I know when I first looked at this slide I started to try and understand the meaning of each photo. I would have to force myself as an audience member to wait for the presenter to explain them. 
  • The slides themselves were never meant to be the “star of the show” (the star, of course, is your audience).
    • brendahack
      brendahack on 23 Feb 15
       
      Good to keep in mind. It is not about you or the images you choose, or the words we use. It is about the audience and having them on the journey with us.
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text
    • brendahack
      brendahack on 23 Feb 15
       
      I am excited to present with this point in mind. I know it will be different, but I think it will be a good different.
  • Some animation is a good thing, but stick to the most subtle and professional (similar to what you might see on the evening TV news broadcast).
    • brendahack
      brendahack on 23 Feb 15
       
      I am still thinking about this. How much is too much? This statement of what you might see on the evening news is helpful. I do think some animation, like fade, does make it flow and perhaps more interesting, but you can definately have too much of a good thing.
  • Pretend as though you are an audience member for your upcoming presentation. Do any slides feel text heavy? Be honest with yourself. Remember the golden rule of PowerPoint presentations — always do what is right for your audience. Very few audiences enjoy paragraph-length bullet points.
    • brendahack
      brendahack on 23 Feb 15
       
      I have certainly been gulity of this. How small can I make the font to get it all to fit on one slide. Find the main message and clear away the rest.
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road — to process billboard information. Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them.
    • brendahack
      brendahack on 23 Feb 15
       
      Keep it simple. Over and over, probably the most powerful message throughout. I really think they made the point with the bill board analogy.
    • aneppl
      aneppl on 27 Feb 15
       
      Very good point. On Wednesday when I presented I had a very minimal powerpoint, 12 total slides for the hour. But I was talking, sharing stories, had humor, and had plenty of table discussions. Slowly I can get better at this
  • Here, for example, your eye takes in the cluster of grapes, then moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • brendahack
      brendahack on 23 Feb 15
       
      Great example. Rather like painting. You want to have the eye move from one spot to the other, dicovering your message as they go. Nice!
  • So when adding elements to your slides, have a good reason:
    • jsoland
      jsoland on 24 Feb 15
       
      I think this is important for images as well as text. I need to keep in mind that sometimes just having the words on a slide can be as powerful as an image.
  • It’s functioning like a teleprompter
    • jsoland
      jsoland on 24 Feb 15
       
      We always need to keep in mind that the presentation and slides are for the audience, not the presenter. If we need a teleprompter than we don't know the material enough to be presenting.
  • you’re just reading the slides to your audience. Boring.
    • aneppl
      aneppl on 27 Feb 15
       
      I'm learning slowly. This morning in a presentation, I still had one slide that was heavy in text. For a split second I almost starting reading, but then I paused and let staff read it to themselves. Then we went on. I survived.
  • In some cases, the bullet points may not be conducive to matching visuals
  • In some cases, the bullet points may not be conducive to matching visual
  • In some cases, the bullet points may not be conducive to matching visuals
  • In some cases, the bullet points may not be conducive to matching visuals
    • aneppl
      aneppl on 27 Feb 15
       
      Do you need the bulleted list at all in the below slide? The magazine cover would serve as the reminder to both the presenter and audience on the main topics. 
  • your logo
    • aneppl
      aneppl on 27 Feb 15
       
      For several years our district required us to use "approved" powerpoint templates. At first I thought they were kind of cool, I was proud of the district for being so professional right! But as I developed more and more presentations, it was sometimes hard to fit all the text on the slides I wanted. Well...now I know better, both the templates and the extensive text are not appropriate. We pretty much use google presentations now so I need to learn more about using blank templates within google. 
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • aneppl
      aneppl on 27 Feb 15
       
      It totally understand this and given my art and computer background I know I could do this. However, I am a long way from seeming to have time to do this when some of our presentations are literally being built leading right up to the presentation...Planning is key
  • You can give a good presentation without any images at all, but if you do use images in slides, try to keep these eleven tips in mind.
    • aneppl
      aneppl on 27 Feb 15
       
      So if there are times where it might be ok to use clip art, would it be recommended to use clip art throughout the presentation rather than switching between photos/images and clipart?
    • aneppl
      aneppl on 27 Feb 15
       
      Not that I want to use any clip art...
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them.
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
  • Photos should be taken by the same photographer or look as if they are. Illustrations should be done in the same style.
    • aneppl
      aneppl on 27 Feb 15
       
      This kind of answers my question from the end of the previous article...consistency is good. 
  • White space is the open space surrounding items of interest
    • aneppl
      aneppl on 27 Feb 15
       
      The white space was one of the things I liked about using Prezi.
  • Aim for something like this simple slide above.
  • But if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better. In rooms with a good deal of ambient light, a screen image with a dark background and light text tends to washout, but dark text on a light background will maintain its visual intensity a bit better.Learn more:
    • candace berkley
      candace berkley on 02 Mar 15
       
      I have never considered the amount of light in the room and how that might affect the presentation. I will have to experiment with lights on and lights off to see if I can detect any difference.
    • candace berkley
      candace berkley on 02 Mar 15
       
      really like the simplicity of this slide and how powerful that percentage becomes by enlarging the font and minimizing the amount of words.
    • candace berkley
      candace berkley on 02 Mar 15
       
      How many times have I seen students use the same old graphics in presentations? I need to direct them to other sources, such as some of the ones available through Heartland. How do you help them find unique graphics (or not to be satisfied with using the same graphics as everyone else)?
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

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

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

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

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...16 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I find it difficult to teach students to accept the assessment/constructive feedback given from peers and not take it personally. Some students hold back feedback to protect peers who are not open to help in this manner. It is definitely important to practice and provide lots of guidance for peer feedback.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bushb13
      bushb13 on 17 Aug 20
       
      I know it is VERY important to provide descriptive and timely feedback. How do we do this when we have 150 (or more) students?
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      It is hard to give purposeful, descriptive feedback for all assignments students engage in. Online may make it easier to reach all depending on the time constraints or the number of students you have in classes.
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • bushb13
      bushb13 on 17 Aug 20
       
      It can be challenging to build a positive classroom culture when you are able to work with students face-to-face. I wonder what strategies virtual or online teachers use to facilitate this process...
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • bushb13
      bushb13 on 17 Aug 20
       
      I love the idea of aligning the formative assessments with my identified sub-goals or sub-skills for an overall unit. I may not plan a formal learning progression for each big idea or concept, but I think this is a strategy I can implement in my lesson planning.
  • teachers must first identify and then communicate the instructional goal to students
    • bushb13
      bushb13 on 17 Aug 20
       
      I think this helps teachers and students. When you have to identify the learning targets or instructional goals of a lesson to the students, it requires you to take the time to determine the purpose or goal for each lesson, task, activity, etc. This helps you to determine if the lesson is really addressing the necessary learning targets.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I think this is needed but not always done by teachers. There is much lost when students do not know upfront what the goal of a lesson or unit is. Teachers need to inform students of the why every time they teach so they know the purpose of learning.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment helps ensure that each student is doing the learning for themselves rather than relying on students around them to help with everything.
  • 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.
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment definitely helps personalize learning - students that have not mastered the subject are more apt to ask for help to understand the material.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      Formative assessment is essential for teachers to improve learning and fill in the gaps of students.
  • a process
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is definitely a process to help students understand that the results should be informative to them and the teacher.
  • students will know whether they are successfully progressing
    • jbuerman
      jbuerman on 20 Aug 20
       
      Students take more ownership of their learning when they understand what the final goal is rather than just doing what the teacher says to do.
  • partners in learning
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is great! Students can make huge progress in their learning when they understand that teachers are trying to help them learn!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
Joanne Cram

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

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

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