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ollie1reppert: Iowa Online Teaching Standards - 0 views

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

shared by anonymous on 18 Jul 11 - No Cached
  • 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
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Wow, this is certainly a sentence loaded with many educational concepts. It would take me a week just define those concepts!
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I need to add a few more words to explain my interest in this passage. This passage indicates why teaching and learning aren't only important, but they can be difficult, too.
    • jorge malagon
      jorge malagon on 21 Jul 11
       
      Online instruction is growing across the nation, the main reason in the lower cost, compared with the traditional classroom; experts indicate there is not enough evidence online instruction is indicated to all teenage students. I have seen many of them dropping online classes in Plato; kids need to socialize.
  • Provides substantive, timely, and constructive feedback to students
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Hopefully, that is a aspect that can be achieved through online quizzes and tests. I wonder how else it coud get done?
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Can also get consturctive feedback through google docs where you could make comments right on the document the student is working on.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      I'm hoping to see the benefits of Google docs as my district pushes their use this school year. I the idea of a comment area.
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I am looking forward to providing immediate feedback to students using some of the assessment programs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      There is a service called crocodoc.com that allows you to mark student work, written work I should say. This will be another alternative to marking. Glogster & kidblog allow you to make comments for the students.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      Last year my son had an English class that made use of googledocs and online comments. The teacher didn't always get back to him in a timely manner. Plus, even though they saw each other everyday in class, they didn't talk about the issues on writing the essay on googledocs.
  • Communicates with students effectively and consistently
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This concept could be much more difficult than what it appears, especially when it comes to typing conversation back and forth between people.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I find it interesting that this concept is somewhat buried in the list of items. To me, it is the most important one.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Your first point is well-taken, Brian. Add to that the difficult task of a teacher trying to communicate with their elementary-aged students in person and now attempting to do the same thing online. Not for the faint of heart!
  • ...32 more annotations...
  • Assists students with technology
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Teach students where to find help rather then spending all of your time showing them exactly what to do. This is where the real learning from technology comes from
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      If I might add to your astute thought, Doug, to also guide the students in determining how the information they found will be used to assist in their learning. More times than not, kids seem to grab information for the sake of possessing it without taking into consideration their intentions on how to utilize it.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I agree with you, they really lack that thinking skill. They are very accustomed to the grab & go answer and find it hard to take risks in delving deeper into a topic.
    • susan strube
      susan strube on 20 Jul 11
       
      I find that some of my students end up teaching/showing me! They are all so good natured about helping me when they know something I don't! My favorite part of teaching however, is collaborating WITH my students on research projects and sharing in theri excitement when they discover great resources in unfamiliar places.
  • different needs of students, including different learning styles
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      A different set of challanges in an online course. Harder to find out different student needs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Yes, but I think this will open up more alternatives for students to learn & get more involved in the learning process which should help eliminate behavioral issues.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      This is a great opportunity to incorporate youtube videos for visual learners, "guest lecturers" available through podcasts for audio learners and various "hands on activities" for the tactile learner. Having instant access to such a wealth of multimedia information/activities should make it easier to accomodate multiple learning styles. However, this will require additional research and time on the part of the teacher to find appropriate resources to include.
  • student feedback data to improve the course
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      This is an area I wish to improve this school year. Instead of a basic exit survey that doesn't tell me much, I'd like to either find or create something in the way of feedback that I could actually use to improve my lesson or unit in the future.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I could improve in this area as well Mike. I don't like using tests because they are a quick view of what they know. Much of what my students do is very open ended projects and it's hard to grade these until you figure what a student is capable of.
    • susan strube
      susan strube on 20 Jul 11
       
      I have created a course evaluation that I use for students at the end of the year and I find it to be valuable. I'm sure there are better ones, but I would be happy to email/share a form I have created for students. Obviously it could be edited and should be to fit the changes I make each year to my class.
    • Deena Fries
      Deena Fries on 23 Jul 11
       
      Sue it would be great to get a copy of that evaluation. It could be put into your moodle class as a survey through survey monkey.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Our principal has begun to create a student exit survey that could be used school or department wide. This was created using survey monkey. The science department "field tested" it in the spring. The way that the questions were worded and the feed back provided was able to give us great insight into what was working and not working as well as what the students appreciated in terms of learning activities and levels of rigor.
  • standards for student behavior
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Our district unveiling a new district-wide student-use policy this August. Though I know they're needed, the problem I see with these policies is that after you've spent the time agreeing on and writing up the rules it can already be considered outdated due to the rapid expance of technology.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      We also have a newly written AUP and it is hard to keep them updated so if well written it should be able to adjust for the times. Many districts don't revise these very often. I think they should be revisited a minimum of every 2-3 years to allow for changes.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I might be wrong, but the policies probably need to be updated every six months to sort of keep up with new technology. That or the policies will have to be very broad, which has positives and negatives, too.
  • Understands the differences between teaching online and teaching face-to-face
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      This is interesting. There is definately things to consider in an online classroom that you don't in a face-to-face classroom. However, as a classroom teacher, adding an online compenent to my course has required me to be more thoughtful, organized, explicit, and available. All of which have helped me meet more of my students' needs.
    • susan strube
      susan strube on 20 Jul 11
       
      I don't know how to be an online teacher yet....I love what I do in my classroom and I think I'm a really effective teacher, but I'm always eager to improve. I think I have more to learn about the difference between the two. This is the first on line class I have taken and though it is frustrating when I don't understand, it is forcing me to stick with something longer/ problem solve more on my own!
    • 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.
  • 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 incorporation of meaningful/appropriate technology use will allow me to do that.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of the items that I am most excited about using with Moodle. I want to have a way other than my classroom observations to see how students are working through problems and learning from each other. Wiki's, Google docs and forums will allow me to see who is sharing their ideas and how other students respond to them.
  • Creates a safe environment, managing conflict
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of my concerns about online learning. I have found that students often are willing to say things in print that they would not have the nerve to say to someone face to face. I feel that I will have to devote some time in training the students on what appropriate feedback would include and not include.
  • 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)
  • 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)
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Are some school districts going to have to open up the restrictions on chat and remove some of their filtering to allow teachers access to some of these capabilities.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Deb, I think that you are correct, school districts will have to "loosen up" a bit. The other concern is access to technology/internet for students that come from low income families or families that might be homeless and do not have regular access outside of normal school hours.
  • 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)
  • uses techniques to engage students
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      This will require many teachers to loosen the grip they feel they need to have on their students. Teachers need to learn to be more of a supportive role for students.
    • susan strube
      susan strube on 20 Jul 11
       
      I love being a facilitator, mentor and collaborator and not just a dispensor of information!
  • techniques for dealing with issues arising from inappropriate student technological use
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Teachers need to know the AUP and what administration will do when inappropriate action is discovered. All teachers should be in agreement with the course of action.
    • susan strube
      susan strube on 20 Jul 11
       
      I think the biggest obstacle for out district is Catching the little perps in their misconduct. lol --is that appropriate in an anotation?
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • susan strube
      susan strube on 20 Jul 11
       
      I suppose this was one of the purposes of teacher portfolios, but I think evidence is growing in importance as NCLB continues to drive education and there is more pressure to prove student proficiency. This is going to require more use of technology, I suspect, to gather and maintain the data needed.
  • Selects and uses technologies appropriate to the content that enhance learning
    • susan strube
      susan strube on 20 Jul 11
       
      This is the area I am struggling with. I am not a technology native and I am not well read or experienced with technology. I get overwhelmed by so many options, I freeze up. I need to have someone help me identify one or two tools that I can understand and use effectively in my curriculum and then focus on just those 2 pieces of technology until I gain more confidence.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5
    • susan strube
      susan strube on 20 Jul 11
       
      I think that is the purpose of this class.
  • iNACOL
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      Stands for International Association for K-12 Online Learning
  • Online Teaching
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      There is a broad spectrum of independent studies and diverse mediums to channel them; distance learning, correspondence, hybrid classes, computers, teleconference, cell-phones, educational television, etc. I guess standards would need to be adapted to each type of class.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Jorge, I agree with you that the phrase on-line teaching incorporates a broad spectrum of courses/means of delivery. Each type of course whether hybrid, distance learning, etc is going to have its own unique intereactions and pedagogy. As a result, it might be necessary to visit and re-evaluate these standards as times and technology change.
  • Incorporates social aspects
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      I like the rewording from "classroom management" to "incorporate social aspects", mostly behavioral ones; there is a lot less need for classroom management in the online instructional process; in eithe setting, it is crucial to count with the elements of engagement and social skills in order to accompllish the academic goals.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think this is so important. I am curious how many district require this in a syllabus or something similar at the beginning of the year?
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      That is a great point! My guess would be that there are not many requirements, yet. If there are, I am sure they are rather vague at the moment and will be getting more in depth in the upcoming years. Speaking from the standpoint of my district, I can say that most technology "extras" or resources are not required, but many are encouraged.
  • Continuously 2uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • Continuously 2 uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think the key word here is the word continually. This means that we have to look at more than tests and venture further into ancedotal assessments and similar ongoing classroom checks--such as checks for understanding.
  • 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)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I feel that this is not always done and will be essentail when technology becomes so common--such as with a 1:1 initiative. An understanding of these fair use policies is necessary for educators also.
  • Has experienced online learning from the perspective of a student
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      I am finding a whole different point of view as I use Moodle as a student rather than as a teacher. I find I have more questions about where components of the assignments are, and kind of worry about keeping all the tasks straight. I really want to think about this as I design my own course.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I'm struggling with those issues just for this one class. I couldn't imagine trying to keep more than one online class going on at a time. That may be the product of my non-digital native bias. Maybe for the present youth it will be no big deal. I struggle with the different technologies I'm expected to use as a teacher: Powerschool, gmail, igoogle, google docs, google class web site, Smartboard, etc. On the other hand, maybe having to learn and use new technology will help to prevent or slow Alzheimers. : )
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      This is an area of interest to me. I know how to teach face to face, but want to learn techniques that are appropriate to online learning and that actually help the students learn.
  • 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)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      We teachers can learn so much from each other! I believe an online course can be set up to facilitate that well.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      There are so many resources available to include to allow for the social compnent. Ideas include googledocs, wikis, chats, etc as we learned in the first unit of this course.
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      This is an area I would like to develop. How can we be sure our students are learning during the course so that we are able to address any misconceptions?
  • University
  • Demonstrates ability to enhance academic performance
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      A key phrase in this is "to enhance academic performance". This means that we, as teachers, need to be utilizing these online strategies to help students learn and perform better than they would without access to these resources. Many times teachers attempt to try something new simply to say that they've tried a new activity, but our goal with doing something new should be to improve student learning over where it has been previously.
  • including rubrics for student performances
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Moodle makes it very easy to share assessment criteria, especially rubrics with students prior to an assessment so that they may know how/what they are being graded on.
Beth Moss

SurveyMonkey: Free online survey software & questionnaire tool - 0 views

www.surveymonkey.com

Education ollie_iowa survey polls

shared by Beth Moss on 16 Jul 15 - No Cached
  • Beth Moss on 16 Jul 15
     
    This is a free web tool that allows you to create quick assessments or surveys that you can send out to a group.
Sandra Campie

FREE: online survey | Free online surveys | Free survey - 0 views

www.kwiksurveys.com

moodle_iowa

shared by Sandra Campie on 29 Jul 11 - Cached
  • Sandra Campie on 29 Jul 11
     
    Free online survey tool with unlimited questions and results. Create forms and polls for free! The MOST POPULAR FREE and easy to use service. I tried it and it is easy!
Joanne Cram

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

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

shared by Joanne Cram on 22 Jan 14 - No Cached
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      From both taking and teaching online classes, I know that this is extremely important. Students want to feel like someone is watching them and cares about what they are doing and contributing to class. If a teacher 'shows up' to class more often and updates class, then students will want to log on to class more often too.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      Yes, Kellie, I agree. Relationship building is so important. Students are much more likely to take creative risks and accept/give feedback when they feel a connection with the instructor and other students.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      This for me is a big challange when I teach online classes. I want my students to collaborate, but I hate the uncertainty of wondering when my students will log on and complete work. I hate the thought of one student working really hard on group work and then another student coming in at the end and not having an opportunity to complete anything, because the project is already done.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Something to consider might be building in a number of different timeframes thorughout the unit or class where students need to respond or work collaboratively within their group. This could result in all students working together as opposed to a few. Setting a number of target dates with certain assignments to be complete could reduce the number of students who see an end date posted and wait until the last minute to complete their work.
    • Julie King
      Julie King on 27 Jan 14
       
      However, one thing I have found with my one attempt at providing a course for graduate students at the University is that they are very opposed to such timelines, indicating the reason they signed up for the class is so they can complete things in their own time.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Personally, I like having some mini due dates built into the course (as I complete my assignments for one of those mini due dates at the eleventh hour). I helps me stay forcused and priortize what needs to be finished by what point.
  • iNACOL
    • Evan Abbey
      Evan Abbey on 22 Jan 14
       
      iNACOL = International Association for K-12 Online Learning.  Are these standards "universal", or do you think a different set would apply to teaching adults?
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      As I read through these standards I thought they would apply universally. I searched for standards related to online learning for adults. I found one resource that has teaching standards for k-12 as well as postsecondary. http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I found the above resource to be aligned with the standards described here.
  • ...26 more annotations...
  • • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think it is essential that the learning outcomes, targets, and expectations are clearly explained, stated, and communicated to the online participants.  This not only sets the stage for learning, but also provides a roadmap for the work that is to be completed.  The online learning environment can feel isolated at times.  Knowing the outcomes and expectations can help to put new and experienced students at ease.
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      You've made a good point here, Travis. I can feel like you are isolated at times. The roadmap is critcal - especially the big picture, not just the details of the assignments.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Travis and Deb, Both of you make some good points on providing participant with a roadmap. Knowing what is needed up front along with estimated timeframes can provide participants with a suggested plan on what can be accomplished today, tomorrow, and next week.
  • 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
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think that this will be one of the most important yet challenging parts about facilitating an online course.  Insuring that the course is designed to encourage collaboration and interaction in all three of theses areas without making the course cumbersome and overly time consuming could be a challenge.  The use of forums and wikis would seem like to two tools that could easily aid in making this possible.  However, at times I feel that forums turn into posts that are done due to obligation and become a contrived conversation and interaction.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      I agree completely, Travis.  One of the things I loved about my masters program is that it was based primarily in face-to-face classes with some work online.  Since we were in the same place at the same time, the learning community really seemed to develop naturally.  In an asynchronous course, these opportunities have to be far more explicit (without feeling completely contrived.)
  • 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)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      Evan has done this with our course by allowing those of us who are not familiar with or have much experience with online teaching with the option of using the template site (BB101). This has allowed me to focus on the process and use of tools rather than worrying about the content of my "course".
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      I don't like the "language learners" term. Aren't we all language learners? I assume they mean non-native language.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Recognizing that our students may have a variety of differnt learning styles should result with instructrion being customized. Evan has tailored our course to provide us with the opportunity to focus on the areas needed (whether it be the course tools for set up and design or the content).
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I am curious how models such as Collaborate Learning Teams/Professional Learning Communities have been incorporated into the work of those providing online education. What examples do others have of what this might look like?
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This seems so critical in an online course. Travis made a great point above about how online learning can feel a little isolated at times. Quick frustrations or questions take more energy to resolve. You don't have quite as easy or immediate access to answers in an asynchronous environment.
  • 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)
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This is something I did not take as seriously as I should have in the past. I am trying to get up to speed with copyright, fair use, COPPA, etc. There is a lot to wrap your head around and it seems like there's a lot of gray area.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Unfortunately, I think you'll find that the gray area is only going to get even murkier in the years ahead.  Just look at the variety of creative commons licenses available now.
    • Julie King
      Julie King on 27 Jan 14
       
      I agree, there have been videos from youtube that I have embedded into instructional videos that later I was contacted by someone saying it was copywrited materials. Who knew? I feel like the more I get into this, the more I realize I don't know.
  • technologies appropriate to the content that enhance learning
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      There are literally hundreds of technologies available to online educators.  However, the most effective teachers know that you should only rely on "cool tools" when you have a clear instructional objective in mind.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Yes, Steven, I ageree with your assessment here. It seems like you first have to think to yourself what is that learning target and then match instructional technology to the learning target that helps facilitate the learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Administrators need to understand that taking away a student's device or trying to "lock down" a network are NOT the most effective way to deal with inappropriate technology use.  Not only does it take away a valuable learning device, especially in 1:1 schools, but it can also create additional hurdles for the students who are using the technologies appropriately.
    • Julie King
      Julie King on 27 Jan 14
       
      This is an interesting point Steven, as an individual who works with students with behavior problems, I can see how there would be a knee-jerk response to just take away the device (I am not currently in any 1:1 schools, so have not see it happen yet). What might be some other alternatives?
  • Utilizes a course evaluation and student feedback data to improve the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.
  • Assists students with technology used in the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Kathleen, I agree with you that technology can be overwhelming to students…adult or school age….maybe more for adults.  Right now I am teaching the Para Certification class to 42 adults, and I am amazed that some people do not know how to do the basic functions on the computer. But, I am determined that everyone will be successful.  Being new to online learning, I can identify, though, with the feelings of inadequacy or panic that my adult students have felt. When taking Ollie: Introduction, I was so appreciative of Mary's patience and help with technology.  Now Evan is assisting.  The video clips are very helpful.  A participant can see, hear, and then do which is multisensory.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      I agree that video clips can be very helpful. My experience in trying to talk my mother through navigating her new iPad over the telephone reminds me of how futile and frustrating for all this can be. Providing a video and screenshots can be extremely helpful in helping to guide people in using technology that is new to them.
  • Understands and uses data from assessments to guide instruction
    • Julie King
      Julie King on 27 Jan 14
       
      This statement reminds us that "creating" an online should not mean there is a finished product that does not change with the needs of the students. I know the next time I provide an online class, I hope to utilize more formative assessment measures that better differentiate the instruction based on student need.
    • Michelle Jacobsen
      Michelle Jacobsen on 30 Jan 14
       
      Having taught several online courses as an adjunct instructor for a local university, I found it very difficult to use data from assessments to guide instruction. It was difficult because the courses were all designed (not by me) prior to the start of the course, and students were given access to all discussion topics and assignments when the course began so they could proceed through the requirements at their own pace. Therefore, there was no opportunity for me to let the assessments guide the instruction. This was very difficult for me having come from an elementary classroom where formative assessments guided my instruction on a daily basis! Do you have any thoughts as to how you might utilize more formative assessment measures the next time you teach an online class? I would love to hear your ideas!
  • 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.)
    • Julie King
      Julie King on 27 Jan 14
       
      This is a statement that will need to be supported by teh institutions doing teh pruchasing of the CMS programs. It seems taht many times an institution with change their software and/or hire new faculty with little to no orientation as to how best to use the program
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I agree with your statements here Julie. The purchasing of a CMS program is a huge investment for an instution. It seems that is order to get the best return on investment instutions should provide ongoing PL opportunities for faculty who are using the CMS. All programs - although somewhat similar - have very nuanced differences. For example, I have worked with both Moodle a little and ANGEL a little more and although they have many of the same features they do have enough differences that it is not always an easy transition.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      It is helpful for students to have an idea of the expectations and how they align with the standards. I have used rubrics several times in my teaching and students, and teachers, appreciate knowing what is expected of them.
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      When students can see expectations and where they are in line with the standards, they are more prepared to learn.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      I think it is important for both the student and teacher to be aware of their understandings or misunderstandings. This should help guide instruction.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      I work with this all of the time. It doesn't just involve students. Fair use is for all. Fair use involves how information is used and how we give credit for the resources we use.
  • Provides substantive, timely, and constructive feedback to students
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      I appreciate the flexibility of the feedback and timely grading- when the assignment is done. This has been very helpful in trying to balance a career, household, and extracurricular schedules.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning.  It is not about the grade.  I want to learn.   I want to know that I am understanding what is being taught and I can apply that learning. 
  • 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)
  • 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)
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is really interesting becuase I never really thought about how necessary it is to have a basic understanding of web design when one is an online instuctor. I guess it makes sense becuase you have to figure out ways to visually represent content to your audience. It seems as though the best online instuctors wouldn't necessarily be those with the best understanding of threir content, but rather the best understanding of how to communicate that content in an effective, visual manner.
  • Has experienced online learning from the perspective of a student
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is a really important expereince for an online teacher to have, and maybe one that is taken for granted. Online teacher need to have the experence of what it is like to be an online learner to understand what works in online instruction and what doesn't.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      I find this to be one of my biggest challenges this year when working with teachers in mathematics. Several districts still use a curriculum that is not aligned to the Core, and some teachers are torn between aligning their instruction to the Core and teaching each lesson from their curriculum as they have for the past several years.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      We have had many discussions as AEA consultants about what our Professional Development offerings will look like in the future. Knowing that online course offerings are more than likely coming down the pike for us in the future, being able to demonstrate effective instructional strategies and techniques appropriate for online education will be something that requires a lot of thoughtful planning.
  • (SREB J.6, ITS 1.a)
    • Gina Rogers
      Gina Rogers on 14 Feb 14
       
      Test post
  • Understands the differences between teaching online and teaching face-to-face
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      At this point in my online learning, as a student going through this class it is very apparent what the differences are between online teaching and face to face. I think that each instructor should be required to take an online class such as this to help guide them in how to be a more effective and helpful instructor.
criley55

ollie_4-fall14: Building a Better Mousetrap - 4 views

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

shared by criley55 on 17 Sep 14 - No Cached
  • rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Yes, by saying "how many" students naturally look at quantity more than quality. So best is probably that we speak of both when creating rubrics.
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • ...79 more annotations...
    • scampie1
      scampie1 on 17 Sep 14
       
      es, I have seen this with my reflection logs in my classes. When we use quantity rather than quality indicators, we do seem to get minimum responses. I plan to respond to the logs frequently to encourage teachers to use them for self-reflection. That was not possible working face to face.
    • scampie1
      scampie1 on 17 Sep 14
       
      My students reported not knowing what was being assesed was their biggest asssessment fear. Actual models and discussion about criteria is absolutely necessary.
  • Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.” For example, “sentence structure follows current conventions” would be better than “sentence structure is good.”
    • scampie1
      scampie1 on 17 Sep 14
       
      I believe some qualities must be defined using qualitative terminalogy. This is where student input and comparison of models of high and low quality criteira would help students define or picture the quality indicators that are "judgemental". Scampie1
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree. After being given a number I feel like they don't have a qualification equivalent. When I took a course much like this at Iowa State, our professor had a rubric based on the quality of the post, not how many. It was nice to be given credit for content instead of word count. It goes back to the days when we were forced to write 10 pages on pandas with at least 10 sources with only one of those being the WWW (which is how it was stated). I also don't like having such a high quantity because with so many students in the course it becomes overwhelming to read each one, let alone provide a meaningful comment or reflection. There isn't much text that left to highlight, back to "less is more".
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • scampie1
      scampie1 on 17 Sep 14
       
      A high school math teacher I know tried to add writing in math as part of the Writing Across Curriculum program. Instead of using appropriate prompts for technical writing in mathematics, the rubric forced her to use themes and literacy criteria. Writing did improve in her school on state assessments but she didn't feel math scores were affected.
    • jbdecker
      jbdecker on 21 Sep 14
       
      Hopefully the students that took the math course that added writing were in a better position to be successful later in life by gaining more writing instruction overall, even if the math scores weren't impacted in the short term. 
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Deb Vail: This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I think you are right having the students complete an exercise where they can study and grade samples prior to turning in their own work can be a very powerful tool in helping students reach mastery of a task.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell).
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This sounds great, but I can't imagine how long it would take for students to help create assessments. I taught 3rd and 4th graders, and I don't think I'd truly try this. Sounds great in theory, but I'm skeptical. 
    • jbdecker
      jbdecker on 19 Sep 14
       
      Deb, I'm with you on this one.  I would be very interested to see how an instructor set up a lesson to allow for student collaboration in developing a quality rubric.  I'm not saying that it can't be done but it could be a very cumbersome task.  I'm trying to imagine doing it with my 30+ sophomores in a World History class.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      I am also in agreement with the both of you.  I have thought about doing this with my students after I do a demonstration.  Asking the students what the learning targets should be.  I am sure that some of them could do this with ease and it might allow them to take more ownership in their learning, but there just isn't enough time for this.  It might be better for a small claass
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      That's a scary thought, although I have to say I've felt that kids met the letter of the rubric but missed the intent. Writing a good rubric is challenging. I have to honestly say that I've never truly felt like I nailed what I wanted with a rubric. However, I've had good luck with rubrics when kids used them to score samples. Then they understood the intent or goal of the rubric. 
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      I agree that "writing a good rubric is challenging". This is an area that will continue to be a work in progress as I continure to work towards a clearer message being shared.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was interesting and scary too. A student could meet all the requirements and not really say anything.
  • mitagate both teacher bias and the perception of teacher bias (
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      I'm not sure I'd agree with this. I think rubrics are subjective by their very nature. 
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      My thought is that having a rubric generally makes for less subjectivity than not having a rubric.....though subjectivity can be present either way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I agree with Joyce. Unless a teacher is using rubrics at inappropriate places, she is usually measuring something that is subjective. The rubric helps put it in a more objective manner, allowing for more consistency between different assessors.
  • extremely short scales make it difficult to identify small differences between students.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      This may be true for the rubric my group created. We only had 3 points on our scale. 
  • Analytical or holistic
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Interesting - as I read above General and Specific, I thought it was the same thing as analytical vs. holistic. Surprised to find they are different. I guess I need to reread these. 
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      So true - how many times have I created a rubric that I thought was good - that is until I looked at what I got from students and realized I missed something that should have been included in the rubric. 2nd iterations are usually better. 
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I've done exactly the same and omitted a key point that should have been included. I agree with the second iterations being better.
  • we need a meta-rubric to assess our rubric
    • Deb Vail
      Deb Vail on 19 Sep 14
       
      Are you serious?! This sounds like it came from a person that doesn't actually teach. I suspect this comment sounds a little snarky but I find this a bit much. 
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When students receive the rubric for assessment prior to beginning their work this eliminates excuses a teacher may hear as everything is clearly stated and noted. A rubric serves as an excellent way for students to self assess their work and determining whether the goals have been achieved and at what level.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Agree, showing students the rubric first allows them to know what to aim for, what standards are critical for a particular assignment, and gives students a goal.  
  • he criteria must be made clear to them
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When developing a rubric one must remember to clearly state what makes the final product exemplary, proficient and may need additional work. Students can then evaluate or self assess at a more accurate level.
    • jbdecker
      jbdecker on 19 Sep 14
       
      Sometimes as educators we can use a lot of jargon.  We need to remember to keep it student focused if we are going to give the rubric to the students.  It doesn't do the student any good if they don't know the meaning of the different criteria.
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Sep 14
       
      When possible I believe we need to include students in the assessment process. This gives them a voice and buy-in to their learning.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I can sure see how involving children in creating the rubric would require them to think more deeply. I wonder if students would suggest a harder or easier assignment than the teacher would. Sometimes just giving opportunity for input brings on motivation.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • jbdecker
      jbdecker on 19 Sep 14
       
      This quote seems to answer the basic question of why we should worry about designing rubrics?  It is one tool in assessing assignments that have the potential to be more meaningful for our students (problem-solving, inquiry-based, student-centered).
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      Additionally, with these types of assignments without a rubric there is the possibility for subjective judgements.  A quality rubric will remove the subjective aspect to grading.  
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I think once we understand rubrics and why we use them we can better decide when and how to use them.
  • along with supporting models of work
    • jbdecker
      jbdecker on 19 Sep 14
       
      A quality rubric is good for students but a quality rubric as well as supporting models or samples of student work can be much more powerful in helping students see what is actually expected from them. This is an aspect that I feel I could do a much better job of in my own instruction.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I completely agree! As a primary teacher, I found models to be very powerful in giving students a visual of what different levels of quality work would "look like." Depending on the task, I would either post different levels of quality work and have them identify the criteria that matches each level or I would have them help me create models of what each quality level would look like. I fully recognize that this process is much easier in the primary grades where the tasks are often much smaller. However, I did find students were much more reflective on their work when we went through this process.
  • from students is not only unfair and makes self-assessment more difficult,
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      If students don't know what the learning targets are, how do they know what to focus on?  The rubric should give students a clear idea of the goals.  
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      True. Although even knowing the learning targets doesn't help much if you don't make clear what it looks like to do them.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • Kristina Dvorak
      Kristina Dvorak on 19 Sep 14
       
      It seems that some of these anecdotes show that the rubrics being used are missing categories to assess all the needed categories.  The first example is missing a component on being cohesive and this one is missing the creative component.   I have done this in the past, given a rubric and then realized it is missing something critical.  This is why rubric building takes so much time. 
  • rubrics, in effect, dehumanize the act of writing.
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      With writing assignments is it not best that students just write from their heart first, then see if anything needs to be tweeked to fit the rubric requirements? Teachers can encourage this, but once the rubric is there it does make it hard....especially for younger children. This article brings up many valid points.
  • build your own rubric from scratch
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      I'd probably take the build-it-from-scratch option. Sometimes it easier to come up with your own ideas than change somebody else's and you can then be more creative.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      I agree. It is fine to build one or two at the beginning, but then I find myself cannibalizing them to fit for an assignment. But, this builds consistency for the students as they can see what I am looking for and know that I have looked for that in prior assignments.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
  • Does the assessment help students become the kinds of [citizens] we want them to be?”
    • joycevermeer
      joycevermeer on 20 Sep 14
       
      Asking if our assessment helps students become the kind of citizens we want them to be really puts the pressure on. We want them to want to contribute out of a sense of duty and for the good of mankind.
  • “Meaningfully” here means both consistently and accurately
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      When working on my second grade team we often spent time trying to calibrate the consistency and accuracy of our rubrics.  On district wide assessments we would determine the assessments and rubric and each score separately.  We would continue to do this and refine.  It was always very eye opening to see how different we would score the same writings.  The process was very important to the refining of the rubric to the point where it was able to be used consistently and accurately with similar results from all in the group.  It sounds like we will be doing a similar project this week for our course.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      When I taught 2nd grade, our team did a similar process. I do believe that calibrating is a very important component to rubrics. Rubrics alone certainly do not guarantee that every member of a team will score a piece of writing the exact same way.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      It is interesting you both had this on a 2nd grade team. I have never done this, other than when I was a principal and I led inservice to do it. I wonder if any secondary teachers have experience calibrating.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I struggle as a consultant to get the instructors to be sure when using a rubric, that they use quantifyable descriptors that have a quality spelled out specifically. It is either present, or not, or measured someway in between.
    • criley55
      criley55 on 29 Sep 14
       
      Calibration is so important when you look at it from a district level view. When we have students moving from school to school or not even moving, but comparing data from schools, if rubrics haven't been calibrated or pieces commonly scored, the data really doesn't tell you what you may think it does.
  • if they are shared with students prior to the completion of any given assignment.
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      In my teaching experience, I found that many teachers skipped the process of sharing the rubrics with students.  I felt that this was a huge missed opportunity with the children in our classroom.  However, thoughtout my teaching career this became more of a focus in our district and it was amazing to see the transformation in student ownership of work when they had the criteria as defined in the rubric shared with them prior to their work.  
    • criley55
      criley55 on 29 Sep 14
       
      If we aren't sharing the rubrics with the students, they really can't take that ownership because they are guessing at what the teacher wants from them.
  • others worry that doing so will encourage formulaic writing
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      This is an interesting point, and one that I had never really thought about.  I can say that in my 7 years in the 2nd and 3rd grade level classrooms that I did not find this to be much of a problem.  However, I can see how some secondary level rubrics could put more of an emphasis on number of words, spacing, requirements for number of arguments, etc. could lead to more of a formulaic style of writing.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      I can say this is a big issue in writing, especially "writing across the curriculum", where it is assigned by non-language arts teacher.
  • Feedback
    • Travis Wilkins
      Travis Wilkins on 20 Sep 14
       
      Our team of teachers in both 2nd and 3rd grade found great benefit from conversations with students about the rubrics we were using.  It became easy to see how certain words of phrases in our rubrics were unclear to students, and how simple changes could make them more applicable and meaningful for our students.  I think the feedback process is vital in creating a quality rubric for students.
  • As both institutional enrollment needs and social pressures for access raise the need of remediation (Soliday), rubrics become increasingly important to student success. Gisselle O. Martin-Kneep, in “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • Lynn Helmke
      Lynn Helmke on 20 Sep 14
       
      I agree with the author on this point.  Using well-written rubrics and sharing with students before and during the project for self-assessment is critical for closing the achievement gap. There is a whole group of students who do not know what a teacher "wants". 
  • imilarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Very interesting points about the negative side of rubrics for students who may be gifted in the area of writing. Because my career has focused on students who are struggling, it makes me aware of how "one size does not fit all."  I guess the gifted student writer has to learn how to pass the State Assessment and then encouraged and mentored to grow in their gift of writing....interesting.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I thought this was very interesting too. Rubrics may stifle creativity especially when we want students to be creative thinkers and writers.
    • criley55
      criley55 on 29 Sep 14
       
      I thought this made interesting points as we are working so hard to create rubrics, we have to also think about those students whose work could be so much more but they are fitting into the constraints of the rubric.
  • Steps in developing a scoring rubric
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Building a good rubric takes time and patience.  I appreciate seeing these steps.  I am keeping a copy of this article on my computer. I really could keep it just in Diigo. :)
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I find this list of steps helpful as well and a good reference tool.
  • How well is the rubric tied to instruction? That is, does the rubric use the same critical vocabulary used in our instruction?
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      i appreciate the author stating that another criteria is that the rubric is tied to instruction and uses the same critical vocabulary. High stakes state testing is here.  But, I prefer to put my energy into increasing student learning so that all students can feel successful in school.....closing the achievement gap.....and not just measured by state tests.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      This is a very valid point here- I find that when working with special education students, they tend to struggle when different vocabulary and/or sets of presentation materials are used in assessment.
  • rubrics can be either “general” or “specific
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I can see the benefits of both a general or specific rubric. This also gives teachers options as to where the focus might be along with the outcomes.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      If a rubric is going to be of a more "general" type, I struggle to implement that data when looking at it for elibibility discussion.
  • Pilot test your rubric or checklist on actual samples of student work
    • Kathleen Goslinga
      Kathleen Goslinga on 21 Sep 14
       
      I like the idea of a pilot test. This could be done during a students first draft and would give the teacher an opportunity to make revisions prior to the final being assessed.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This could be another place where student involvement in developing the rubric could come into play.  Having the students use a rubric to assess their own work but at the same time assessing the rubric to see if it could be more detailed or written in more student friendly language.
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • jbdecker
      jbdecker on 21 Sep 14
       
      This seems like an easy way to personalize instruction and help students focus on and grow in areas where they may have a deficit.
    • criley55
      criley55 on 29 Sep 14
       
      I understand the importance of eliciting student input when creating a rubric but hadn't thought of it with weighing different aspects.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      It certainly only seems logical to share rubrics with students when assignments are given, but I know this isn't always practiced. It shouldn't be a secret what features will be graded. Rubrics provide students with a clear vision of what is expected of them and helps guide their work.
    • Evan Abbey
      Evan Abbey on 21 Sep 14
       
      This does defeat the purpose, doesn't it? Go to all that work to set expectations, and then not give students those expectations.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      When I was teaching, I used rubrics as part of my instruction. When clear expectations are set for students, they know what to aim for- and performance is usually higher.
  • understandable to the student but also be linked specifically to classroom instruction
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      In the primary grades, I think it can be a challenge to find "understandable" language. I do believe that incorporating the language from the rubric into classroom instruction will help bridge the gap between being student friendly and also specific enough for adults to grade accurately.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      In the high school setting, I find that giving the students the rubric that I am going to use to grade them, when I give them the assignment, allows for transparency (I'm not playing "Gotcha") and allows for the students to ask specifically what I am looking for, which then allows them to gear their work to what I am looking for as opposed to just hoping that they got it correct.
  • The argument against using rubrics
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      As I read through the arguments against rubrics, I couldn't help but think that most of the drawbacks to rubrics could be avoided with well written rubrics. However, the majority of my experiences with rubrics are in the primary grades where I didn't encounter many of the problems they mentioned.
  • First, you must decide whether you need a rubric. Consider what the purpose of assessment is.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Not everything needs a rubric. Should always think first what is the purpose of it. Good point to remember.
  • The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      Good question to ask. How will it be used. Hadn't really thought about this...a rubric's use for instruction and sharing it with the students in the learning process.
  • While longer scales make it harder to get agreement among scorers (inter-rater reliability),
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I have always tended to think that longer scales were better since very rarely a student fits perfectly within a specific criteria. However, I never really considered the added challenge of ensuring more consistency among scorers.
  • Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment. Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Diane Jackson
      Diane Jackson on 21 Sep 14
       
      I think this is a great idea. Having a general rubric and a specific rubric. Also have it on your computer so it is easily changed or tweaked to meet the assignment.
  • assess outcomes in learning situations that require critical thinking and are multidimensional.
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Using rubrics for their intended use seems to make them much more meaningful.
  • “on what students have actually learned rather than what they have been taught,”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Love this! Absolutely!
  • contends that we ought to illicit student input when constructing rubrics:
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      I could not agree more! What a great way to increase student engagement in THEIR learning!
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
  • , “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’”
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Interesting perspective. I can see where this could happen with a rubric, but a good rubric should not.
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
    • bgeanaea11
      bgeanaea11 on 22 Sep 14
       
      Some great resources, advice and questions to help develop quality rubrics that meet their intended purpose!
  • using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program.
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics for performance benchmarks that applicable to each year's objectives shows that they are not just using rubrics to use them, but that they are specific and aimed at the performance of the students.
    • Joanne Cram
      Joanne Cram on 23 Sep 14
       
      I have been working with my district on standards based grading. I think rubrics can shape the standards in relation to quantitative data.
  • accurately measuring the specific entity the instructor intends to measure consistently student after student
    • Adrian Evans
      Adrian Evans on 22 Sep 14
       
      Rubrics help the teacher/professor/assessor maintain consistency throughout the grading period, it makes sure that personal feeling are limited and gets rid of the "Oh I know that they know this so I'll give them the points".
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      I think this is key. I as a student like to know what I am being graded on and I think it's important to share that with my students too. If the students know what they are being graded on, it will most likely help them to relax a little more.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Holding back rubrics and the way teachers are grading from students is kind of like giving the "gotcha" at the end of the assignment. I know when I am not clear on my directions, I get 500 questions about it. When I am clear and students know what they will be graded on, it is better for both of us.
  • Be prepared to evaluate your rubric, using your meta-rubric and feedback—direct feedback from the students and indirect feedback from the quality of their work. Modify accordingly.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      Evaluation and reflection are key to good teaching. It should also be key to analyzing a rubric. If it's not working, make sure that it's redone and give it a try again. This should be an ongoing cycle.
    • ajbeyer
      ajbeyer on 23 Sep 14
       
      This was a key "a-ha" for me. I think that rubrics are over used. Not everything can or needs to be assessed via a rubric. The key question for teachers should be first "What am I assessing?" then "Will a rubric meet the needs of what I am assessing?" So many times a rubric is used and it doesn't match what needs to be assessed.
  • bgeanaea11 on 22 Sep 14
     
    Interesting history and original use. It is important to clarify what we mean by "rubric" in education.
Drinda Williams

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE - 1 views

www.educause.edu/...157435

moodle moodle_iowa web2.0

shared by Drinda Williams on 10 Apr 11 - Cached
  • How Students Develop Online Learning SkillsHow Students Develop Online Learning SkillsGood IdeasHow Students Develop Online Learning SkillsSuccessful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practiceBy Alan R. RoperMore and more, adult learners are finding the convenience and flexibility of online learning a match for their learning goals and busy lifestyles. Online degree programs, courses, and virtual universities targeting adult learners have proliferated in the past decade. Although students can easily locate an online course or degree program that's both convenient and accessible, they may face significant challenges in developing a new set of skills for this type of instruction.Educators have speculated on the development of student skills necessary to succeed in online learning, but relatively few publications cover the topic from the perspective of successful online students. I developed the study summarized here to provide this perspective and to identify useful strategies that instructors can promote in their online courses.MethodologyThe study began with the development of a set of questions that emerged from a group of online course designers, faculty, and administrators I consulted for ideas. The question set was reviewed and edited by a larger group of faculty and administrators, and an online survey instrument was developed.Participants for this study were selected from a list of graduates who had earned their degrees by taking 80 percent or more of their courses exclusively online. Students achieving a 3.50 cumulative grade point average or better were invited to participate in the study. Of the 93 students invited to participate, 59 did so. Survey answers were open-ended, allowing respondents to describe online learning techniques they found useful and to tell the stories of their experiences as online students.1Successful Online Students Identify Seven TipsStudents responding to the survey agreed on a number of practical steps that helped them succeed in their online courses:1. Develop a time-managemen
  • Setting and staying to specific study days was one factor that worked for me
  • specific times to read, complete written assignments, and post dialogue to other students proved helpful.
  • ...22 more annotations...
  • I found that doing a little bit here and there avoided trying to do too much all at once.
  • logging in to their course portal every day and checking for new postings or updates helped prevent them from falling behind
  • . Other students (36.8 percent) commented that weekly assignments from the instructor kept them on a regular schedule in the course
  • online discussions
  • As much as possible, I would post a response, question, or comment to another student's posting. This built up an online relationship
  • don't always interact with the same few classmates. Look for something to say with various students
  • ake sure you have something meaningful to add
  • "Weekly discussions were best when the teacher encouraged it, especially by having pro versus con discussion, or asking 'why' or 'how' questions
  • Instructors who establish clear expectations as to how threaded discussions are used or who ask specific questions in response to student postings can expect to encourage richer online dialogue.
  • finding a way to apply the concepts helped them retain the information.
  • One way to apply these concepts goes back to the use of the online threaded discussion. Concepts can be interpreted and restated in each student's own words in an active dialogue with others
  • evelop
  • ing a way to apply those concepts to a current or past experience
  • asking questions is integral to learning. By asking questions, fellow students and instructors would go deeper into the subject. Going deeper made the subject matter more understandable
  • Students also can take the time to craft questions that may go beyond what they would ask in an in-person course, probing the subject with greater specificity.
  • keeping your eye on the prize" is always helpful. Another student commented, "The main motivator was envisioning myself in cap and gown,
  • getting a good grade (21 percent) and in setting personal goals
  • work with other online students
  • "I liked instructors who logged in often and asked a lot of questions. Not only did this help to increase understanding of the subject, but it gave people the opportunity for class participation.
  • He posted the initial question for discussion, and then asked us individual questions based on our answers.
  • One student mentioned that making a friend (connected with online) helped. Being part of a community of learners is helpful in courses that are taught in-person, and the same holds true for online classes (15.8 percent). One student explained that "it made a huge difference when you had good students in the class.
  • Students in the online class may get to know one another more from recognizing the writing style and expression of thoughts and ideas rather than by physical attributes. Many students develop meaningful connections with their online classmates that can translate into career networking opportunities later.
kathleenweyers

Implementation in an Elementary Classroom (Articles) - 0 views

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

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

ollie1: Iowa Online Teaching Standards - 0 views

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

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

Quia - Quia Web - 0 views

www.quia.com/web

moodle_iowa

shared by cbangert on 28 Jan 19 - No Cached
  • cbangert on 28 Jan 19
     
    Tool to create activities, quizzes, calendars, and surveys for online learning.
kkoller

Implementation in an Elementary Classroom (Articles) - 0 views

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

shared by kkoller on 27 Jul 16 - No Cached
  • Reduced recess, cuts to physical education courses and limited free time in the classroom coupled with an increasing emphasis on testing are propelling this decline all over the country.
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      Increased emphasis on 'teaching to the test' and as well as reduced funding to schools directly impacts students. Resources are declining while requirements are not, making it difficult for teachers to allow for play which as stated in this article is "how children are wired to learn."
    • kbolinger
      kbolinger on 30 Jul 16
       
      Agreed! An emphasis on covering the overwhelming number of standards and testing, testing, testing!!!...leads to limited instructional hours spent on play.
  • By engaging multiple areas of the brain simultaneously, play links to “foundational capacities such as memory, self-regulation, oral language abilities, social skills, and success in school,”
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      Play involves creativity, curiosity, problem- solving and what if thinking which are all intertwined in the early years of learning.
  • Ask them how they like to learn and present their knowledge, and what their favorite activities are
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      So important to ask students how they like to learn and what their interests are. Helps you to not only create a learning plan, but to better communicate and understand them as well.
  • ...12 more annotations...
  • They started small, and they've grown and honed their strategies each year.
    • Denise Tatoian
      Denise Tatoian on 27 Jul 16
       
      When changes are made in a school too quickly, and without training, or guidance, they fail. This article gives good tips on implementation over a period of time. "One step at a time."
  • Expert learners and assessment as learning is the key for learners taking responsibility for their learning
    • albertscarr
      albertscarr on 28 Jul 16
       
      This would be cool to have them create their own tests, and then when they finish they can see if they achieved everything they set out to do.
  • Inquiry-based instruction, a teaching technique rooted in questioning — both students’ questions about the material under investigation and the interrogation of students by teachers to elicit understanding
    • albertscarr
      albertscarr on 28 Jul 16
       
      Studies have proven that children learn better by doing and not just sitting in a desk all day.
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      100% agreed.
  • Students who miss time to play miss opportunities to let their minds soar and connect the dots between what they do at their desks and what surrounds them in the world
    • albertscarr
      albertscarr on 28 Jul 16
       
      This is why I give my students an hour to an hour and a half to play each day. I know they are learning valuable lessons!
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      The conversations little ones have when playing make me smile! They are certainly learning by doing!
  • Survey parents about their children.
    • albertscarr
      albertscarr on 28 Jul 16
       
      Parents are probably the best way to get to know the students.
  • You will use your Class Learning Snapshot to determine the physical redesign of your classroom based on different examples of learning zones and flexible learning spaces
    • kbolinger
      kbolinger on 30 Jul 16
       
      I was just curious as to how often teachers have to redesign their classroom. Do they do it at the beginning of each year only? Or is it necessary to update personal learning profiles AND redesign many times throughout the year?
  • I may ‘correct’ these misconceptions and later the students may even be able to answer test questions on the subject properly.” But they may not — and, she contends, frequently do not — give up those misconceptions
    • kbolinger
      kbolinger on 30 Jul 16
       
      This statement was an "aha" for me. It makes me wonder about my own teaching and how often students have given me the correct answer, when questioned or on a test, and whether or not they actually believe it!
  • Check for understanding
    • kbolinger
      kbolinger on 30 Jul 16
       
      In the past couple of years I have been trying to do more quick checks for understanding (with a variety of short formative assessment) and it has been so simple and effective! It helps me plan lessons that are tailored to student needs.
    • Denise Tatoian
      Denise Tatoian on 31 Jul 16
       
      Great..I also use the thumbs up thumbs down quick check.
  • lass Learning Snapshot that guides what a teacher anticipates their learners strengths, challenges, aptitudes, interests, preferences, and needs. We introduce the Personal Learner Profile.
    • kkoller
      kkoller on 01 Aug 16
       
      Does Class Learning snapshot come from CAST or is it from your own classroom assessments? As a district we use STAR for Reading and Math. Though this I am able to get a learner profile for each student/ group of students.
  • inquiry-based instruction stands a better chance of demolishing the misconceptions — eliminating them completely — by encouraging and allowing students to discover fundamental principles on their own.
    • kkoller
      kkoller on 01 Aug 16
       
      Inquiry based instruction allows students to dig right into their learning, take what they already know or think they know and apply it. The hardest part for teachers is giving up the control to your room, and allow students to "just go". I love the conversations with students after they discover a misconception because you can ask them to dig deeper by thinking why. 
  • Teachers struggling to find time for both free and structured play may find it beneficial to fuse the two.
    • kkoller
      kkoller on 01 Aug 16
       
      I try to every Friday to do "Friday Fun". During this time I set some boundaries, but allow for a lot of student creativity. I pick out certain recess toys, students then come up when they see someone take the one they want to play with, however I limit it to only 4 or 5 a game. If there are too many they have to decide on their own who gets to stay. Once they are playing they have to decide what they are playing and solve problems amongst themselves. They cannot involve me in anyway, unless obviously something breaks or isn't working. 
  • Find online materials for different levels.
    • kkoller
      kkoller on 01 Aug 16
       
      Would this be like using a program like Mobymax??? Online sites that provide multi grade level worksheets?? 
Joanne Cram

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

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

shared by Joanne Cram on 24 Sep 14 - No Cached
  • 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.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is so critical and demands deep understanding of the content domain and skill domain of a subject. Please can we have subject experts teach from grade 1?
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      This is all about scaffolding children's (or adult's) learning. We need children to be in the zone of proximal development to get optimal learning.
    • anonymous
      anonymous on 27 Sep 14
       
      Sometimes assessment of learning is an afterthought to planning and guiding instruction.
  • 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. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • scampie1
      scampie1 on 24 Sep 14
       
      Since my area is math, here is an excellent brief on these ideas with examples in math: http://www.nctm.org/news/content.aspx?id=11474
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love these questions; they make perfect sense. I don't know that I ever formalized this reflective process with students but no doubt I should have. When time was short (which it frequently was) I cut the reflection. Even when I cut it, I knew this wasn't a good practice. 
  • 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. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is critical when teaching adults. I feel this course has been a good example of this also.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      I had the same a-ha with this statement. When a student feels comfortable within the learning environment, they are allowed to respond and work more freely.
  • ...31 more annotations...
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • scampie1
      scampie1 on 24 Sep 14
       
      Paige Keeley offers many strategies for formative assessment in her books. I wish she wrote one for use online, but some of her ideas could be adapted. Partner Speaks could change to Partner writes and have feedback to whole group be based on what partner's work or strategy was.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      These are some of my favorite techniques for student assessment and engagement.  The critique is a major part of art education and the more I do it, the more I enjoy it...I think the students tend to feel the same way.  
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      This is where rubric perfection is key. The better, more fine-tuned a rubric, the more sensitive it can be to student assessment.
  • 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.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      It's very important for everyone to get on th esame page with this definition and truly understand the intended use of formative assessments- to adjust teaching!
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I agree. I also think teachers need to be reminded at times that formative assessments provide "feedback to adjust ongoing teaching and learning." I think sometimes teachers administer what they would call formative assessments, but don't use the information to drive instruction.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      And when educators do not use the information to drive instruction, it is not formative assessments.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      Formative assessment is hugely important to guide teachers' instruction. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I think it is also important to remember that it isn't just for teachers...the learner needs to be involved in the process and more than just as a resource for gathering data.  The learner and teacher go hand in hand as a part of this process. 
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      There are, unfortunately, too many who see formative assessment as a data collection tool only, as opposed to an instructional resource. This, of course, needs to be changed.
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      YES!
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      And really, if you are not going to use assessment for this purpose, why would you do it?
    • criley55
      criley55 on 01 Oct 14
       
      Great reminder that it is for the STUDENTS and not just the teacher!
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      The fact that there are so many definitions of formative assessment can be frustrating. In all of my training, Rick Stiggins in the author who's opinion on assessment most closely matches my own beliefs.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      The process is the assessment:)
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I think the word process is key here. There should be several formative assessments along the way in each unit to inform teachers and enable incremental changes along the way. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I think that is the key too. "A process of strategies that the teacher can implement during instruction" to "elicit evidence of student learning to inform and adjust instruction." So important to adjust instruction for best learning outcome for student.
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I see so many who forget to involve the student in the process and it results in low student engagement because they feel it's "not about them" and there is nothing they can do to change the outcomes.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I've seen this as well while working within different classrooms. Students need to be included in the process and be given more responsibility for their learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      To me, this is key and all too often missing.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      Descriptive feedback is very important.  How often have teachers just written standard phrases such as "well done", "way to go"..... But, to do descriptive feedback takes quite a bit of time.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I truly wish everyone could see that everyhting is built upon this foundation:) I think this should be #1 of the 5!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree. The more we work together the better the outcomes and desire for students to be actively involved with their own learning.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that Number 5 sums it all up. Collaboration between students and teacher makes it all happen if everything else is in place: instructional outcomes and criteria for success.
  • 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.
    • jbdecker
      jbdecker on 24 Sep 14
       
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
    • anonymous
      anonymous on 27 Sep 14
       
      True! And, the survey, journal and forum activites could support formative assessment in the online space through student reflection of learning.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
      jbdecker on 24 Sep 14
       
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Wow, I never really sat down to think about it, but I agree that LMSs should have a component that allows students to monitor their progress more than just through the grade-book. It would be neat to see a type of "student data binder" as a component to online learning. It is critical for students to know their goals and take ownership in their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      So many times the teacher forgets to share the learning goal with students and then the student doesn't know what he/she should be working towards. It's important for the teacher to make clear what the goal is and for the student to have a plan to be sucessful.
  • 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.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      This attribute reminds me of a well-written and well implemented IEP.  When educators were working with legislators in 70's on 94-142, the concepts of formative and summative assessments were being applied.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with you, Lynn.  This idea seems very overwhelming when applying it to multiple classrooms of 25 students.  The idea of learning progressions is a good idea, I think that most teachers do this without thinking about it in these terms. 
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With all of the new legislation coming at us with Chapter 62, this is going to impact us greatly as educators. This achievement gap has got to be figured out- how do we quickly, and effectively move students through that gap towards mastery?
  • 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.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds really familiar!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      This reinforces our group work from week two and the importance of creating an assessment rubric whereby students know from the beginning what is expected. We need to provide students with the criteria being assessed and what is consider exemplary, proficient or may need more work.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I agree, Kathleen. Students need to know what is expected/criteria with clear examples.
  • 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.
    • jbdecker
      jbdecker on 24 Sep 14
       
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree that teacher modeling is important when having students peer assess. Students need guidelines and need to be able to give feedback.
  • necessary instructional adjustments can be made
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Sometimes formative assessment can be done during class time, as a simple, "does everyone understand this?", or a "fist to five" or even thumbs up/thumbs down.
  • integrated
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree with you Nicole. If we are truly assessing how the student is performing and the goal is to close the achievement gap the assessment process needs to be integrated throughout an instructional unit.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with this statement.  It should just be a part of what we do, but it is important not to forget why we are doing it.  
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
    • anonymous
      anonymous on 27 Sep 14
       
      In sharing goals for learning with students, it should be more than a list of standards to meet or a rubric to an end product. There should be a progressive look at a student's growth that are not tied to formal grading, but to identifying what a student can and cannot do.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      Yes, learning goals help the students know what is expected of them.  I agree, it should be more than a list of standards.  These learning goals should be written in the students language.  That is why I really like "I can" statements, even at the secondary level. 
    • criley55
      criley55 on 01 Oct 14
       
      It is so important for students to know exactly what their expectations are so they aren't guessing at what it is the teacher wants them to learn.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With many schools moving towards standards based grading, this is essential when moving students through education and assessment.
  • 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.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      I agree, being reflective needs to be taught. Students need to be reflective of their work and teachers need to be reflective of their work. Not only do they need to reflect, but they must also think of ways that reflection can inform instruction.
    • criley55
      criley55 on 01 Oct 14
       
      Feedback won't be as effective if it is not taught and modeled by the teacher.
  • receiving frequent feedback
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
    • jbdecker
      jbdecker on 26 Sep 14
       
      I really liked this approach as well.  We should be looking for more ways to encourage the repetition of positive behavior then always pointing out what is wrong. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      This is a good approach for peer assessment.  It give enough encouragement to balance the items that need work. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I like this idea. Using "two stars and a wish" students need to look for positive things as well as one thing that needs improvement. This focuses on the positive.
  • The students must be actively involved in the systematic process intended to improve their learning.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      The common theme in all five attributes is the teacher and student working together in the learning. Or as attribute 5 says "partners in learning".
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that this sentence is important and should not be missed.  Interesting that the thought is that self-assessment should not be part of the formal grade. 
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      I agree that peer and self assessment should not be used in the formal grading process. Peer and self assessment should help guide the student and help him/her think about their thinking, but not be an actual part of their grade. That would put too much pressure on them.
  • close the gap between students’ current understanding and the desired goals.
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      Closing the gap between students' current understanding the desired goals is a great way to explicitly state the purpose of formative assessment.  It keeps the focus on the students, but also impacts the reflective teacher on how to proceed next to truly differentiate instruction to meet the needs of all learners.
  • keep track of how well their students’ learning is moving forward.
  • Learning progressions
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think another important piece to the learning progression is to involve the student in the tracking of this process and progress.   In the elementary classroom I found it common place for teachers to use good formative assessment, but the results and process were almost hidden from the students.  I found that by involving them in the process it had a greater impact on their understanding and sense of responsibility in the learning process.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree with you. I think involving students in the process of their own learning will give them more of a buy in as well as more motivation.
  • Self- and Peer-Assessment:
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I see this as being a component of online learning that could be implemented and beneficial to the students.  I think that building the relationships in the class prior to peer assessment would be key to insuring the success in the online environment.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I did not have great luck with peer assessment in elementary school. It was very time consuming and rarely provided the results I had hoped. Each time I refined how I set it up, how I modeled it, etc. with about the same results. 
  • involving students in decisions about how to move learning forward
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think this is vital to the success and achievement of our students.  I struggle with what this looks like in the online environment.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      I think that this is a slippery slope, some students will look to take the road of less resistance, ie no homework, but if the teacher prepares work thoughtfully, then the students may be allowed to choose which homework assignment best suits them and be possibly allowed to change or tweak a topic in order to suit one of their interests which would then increase student buy-in.
  • Formative assessment is a process that directly engages both teachers and students
    • anonymous
      anonymous on 27 Sep 14
       
      The conversation between the teacher and student regarding learning is the most powerful part of formative assessment!
  • Students can use a rubric to provide feedback to a peer
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love the idea of having students use a rubric to assess peers. I frequently had students self-assess using a rubric, but I never had peers use it to assess. To be honest, I'm not sure why I never thought of that myself. Love it!
  • when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Students are sometimes more comfortable in failing in front of a peer, in a one on one scenario than they are in meeting with their teacher. Getting to know your students will help the teacher figure out which strategy to use.
    • criley55
      criley55 on 01 Oct 14
       
      This is something I hadn't thought a lot about - but students would get a lot more feedback if it was given from peers and not just teachers.
  • Specific, timely feedback should be based on the learning goal and criteria for success
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Specific and timely feedback should be given to all students in order for them to be successful. If students are not given feedback in a timely manner, then the feedback will do nothing to promote their learning.
  • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Self assessment and peer assessment are important in order for students to think about their thinking and their learning. Peer assessment isn't always means to helping, but self assessment should always be a part of the assessment process.
marydermit

PLE Articles - 2 views

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

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

Free Technology for Teachers: 5 Tools to Create and Administer Quizzes Online - 0 views

www.freetech4teachers.com/...-to-create-and-administer.html

shared by denise carlson on 15 Sep 10 - No Cached
  • five tools teachers can use to create and administer quizzes online.
    • denise carlson
      denise carlson on 15 Sep 10
       
      Just in case you are interested in some online quiz or survey tools. I don't believe all these are listed on cool tools for schools.
jbowar

ollie-community: What is Personalized Learning? Educators Seek Clarity - 2 views

moodle.aeak12online.org/...view.php

shared by jbowar on 06 Feb 15 - No Cached
  • "differentiation"
    • Deborah Cleveland
      Deborah Cleveland on 06 Feb 15
       
      Barbara Bray has a lot of information out about the difference between individualization, differientiation, and personalization.
    • anonymous
      anonymous on 16 Feb 15
       
      I can see personalized learning providing a place to do all three.  My problem is finding ways to do those things with just one music class when I see them so infrequently...
  • appealing concept
    • Evan Abbey
      Evan Abbey on 07 Feb 15
       
      Appealing, yes. But do-able? Or is it a term that we throw out there like "Rigor" or "High Standards" without an idea on how to actually accomplish it?
    • jbowar
      jbowar on 07 Feb 15
       
      Good point, Evan.  It's a bit overwhelming, kind of like the idea of differentiation in a face-to-face classroom.  Can it really be done well?
    • ksteingr
      ksteingr on 09 Feb 15
       
      As long as we are basing our entire success of our educational system on standardized tests, how can we be serious about teaching to or for the individual?
    • jbowar
      jbowar on 12 Feb 15
       
      Good point.  How can we balance personalized learning with standards and making sure that each student has a basic understanding of important concepts?
  • sensitive student data and being able to collect and use such data to individualize learning
    • Evan Abbey
      Evan Abbey on 07 Feb 15
       
      We collect quite a bit of data in schools. How much of them truly goes to personalization? Or, do most of them go towards improving the school's needs and not the student's needs?
    • ksteingr
      ksteingr on 09 Feb 15
       
      Do we collect the data that causes us to change instruction? Sometimes I think we collect some data on personal needs, but the structure of our school community doesn't allow us to change what we planned for instruction, nearly as often as we think. We still do not use educational partners either, such as school librarians to help. The phrase "guide on the side" came from early literature about the changing role of librarians.
    • Michelle Soderstrum
      Michelle Soderstrum on 10 Feb 15
       
      My experience has been that elementary teachers look at, reflect on, and respond to student data more so than middle and high school teachers.
    • jbowar
      jbowar on 12 Feb 15
       
      I agree, Michelle.  It's just part of the nature of elementary school and the culture of the teachers.  Why do you think that's so?
  • ...13 more annotations...
  • motivates them to succeed.
    • jbowar
      jbowar on 07 Feb 15
       
      This sounds just like what we strive to do in the traditional classroom setting.  One thing that overwhelms teachers is "giving up the reins" of the classroom to the students.  What is the teacher's role when students are the default perspective.  That's what some struggle with.
    • Deborah Cleveland
      Deborah Cleveland on 09 Feb 15
       
      One of the descriptors I found on teacher roles in personalized learning comes from: Changing Systems to Personalize Learning: Introduction to the Personalization Workshops (2003). It talks about how "Teachers in personalized high schools recognize personal advising as a form of teaching that prevents anonymity, guiding students through planful action designed to help them use knowledge to relize their hopes."
  • who are making their own judgments about what's working in their classes
    • jbowar
      jbowar on 07 Feb 15
       
      This is so important.  The teacher still needs to be seen as a professional person who can use his or her judgement to best meet the needs of students.
    • Deborah Cleveland
      Deborah Cleveland on 09 Feb 15
       
      Agreed. It is about empowering students and teachers.
    • ksteingr
      ksteingr on 09 Feb 15
       
      And the student also needs to be involved. They make sure the learning is personalized for them by participating.
    • ksteingr
      ksteingr on 09 Feb 15
       
      I sent out a survey to teachers about their background integrating use of technology and instruction. One very interesting comments back was that this individual wasn't responsible for PD, but their school assigned it. To me, that is the cultural shift also. Teachers need to feel they are responsible for their own PD, just as students need to feel they are responsible for their own learning. Each then, would make sure the learning was personalized for them.
    • jbowar
      jbowar on 12 Feb 15
       
      Such a good point.  How can you balance the need for teachers to have personalized learning and also district goals?
    • Michelle Soderstrum
      Michelle Soderstrum on 10 Feb 15
       
      I have heard it said the "technology is the key to differentiation".  What about those teachers who choose not to use technology in their classrooms?  Are they able to personalize learning?  Is technology a must?
    • Deborah Cleveland
      Deborah Cleveland on 11 Feb 15
       
      I would say yes you can do it without technology, but I wonder if doing it without technology makes it less efficient. Also, students are going to be required to use technology in the future. Are we preparing them for that future, if we aren't having them access technology while they learn?
    • jbowar
      jbowar on 12 Feb 15
       
      I think it's all about the objective, too.  Sometimes technology isn't the best tool, and sometimes it is.  The teacher still need to be the driver and the decision-maker, it seems.
  • We were looking at ways of transferring the ownership of learning from teachers to students," Ms. Ewald said.
    • Michelle Soderstrum
      Michelle Soderstrum on 10 Feb 15
       
      Sounds like Action-based research.
    • jbowar
      jbowar on 12 Feb 15
       
      I agree, Michelle.  You try something, see if it works, and then make conclusions.  Then you try something else, too.  I like the idea of students setting their own academic goals.
  • evaluate the true impact
    • denise carlson
      denise carlson on 11 Feb 15
       
      Yes, we need to be able to measure that personalized learning is having an impact. But since PL is new to many educators, I'm guessing it might be difficult to actually envision the best way to collect that sort of data.
    • jbowar
      jbowar on 12 Feb 15
       
      I agree, Denise.  As with anything, we'll have to make adjustments as we go.  I could see teachers becoming overwhelmed at trying to "keep track" of students.
  • Yet some say that too much of what is being labeled "personalized learning" in classrooms today misses the mark
  • student agency"—basically, giving students more power
    • denise carlson
      denise carlson on 11 Feb 15
       
      Giving students more control can be a frustrating thing for some teachers.  Stepping out of "teacher-mode" is not easy.
    • jbowar
      jbowar on 12 Feb 15
       
      You got that right.   Moving from "sage on the stage" to "guide on the side" is scary.  How can we support teachers in feeling more comfortable?
  • ach student should have a "learner profile,"
    • denise carlson
      denise carlson on 11 Feb 15
       
      Might this be similar to an IEP for every child?
  • competency-based progression
    • denise carlson
      denise carlson on 11 Feb 15
       
      Here's another buzzword that has multiple definitions. 
  • "Nothing replaces the teacher, and [a] teacher's ability to know a student and what they need," she said. "You can't get that from a piece of software."
    • denise carlson
      denise carlson on 11 Feb 15
       
      This is my favorite sentence in the article! Even with all the technology that is available, we still need skillful teachers!
    • jbowar
      jbowar on 12 Feb 15
       
      Great teachers will never be replaced!
  • choices on how they're going to learn a lesson
    • anonymous
      anonymous on 16 Feb 15
       
      I can see this happening when my students work their way through all of recorder karate.  Once their finished in fourth grade, maybe they can have access to sites to create their own composition, learn advanced music concepts, etc...  That way they continue with their growth while other students have more opportunity to continue working on their basics.
    • jbowar
      jbowar on 17 Feb 15
       
      Great idea, Jacob.  What is recorder karate?  
  • KIM BYRD on 11 Feb 15
     
    This is an interesting site which discusses individualized learning in reference to how to keep data in private.
Lynn Helmke

Top 100 Tools for Learning - 0 views

c4lpt.co.uk/top100tools

moodle_iowa

shared by Lynn Helmke on 09 Mar 14 - No Cached
  • Lynn Helmke on 09 Mar 14
     
    Here are the Top 100 Tools for Learning 2013 - the results of the 7th Annual Learning Tools Survey.
aaronpals

Implementation in an Elementary Classroom (Articles) - 1 views

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

shared by aaronpals on 23 Feb 18 - No Cached
  • physical redesign of your classroom based on different examples of learning zones and flexible learning spaces
    • mriniker
      mriniker on 23 Feb 18
       
      I recently obtained my own room after sharing for several years. I finally could design learning zones and reevaluate our current flexible seating. It has definitely changed our learning for the better.
  • We introduce the different types of classroom learning environments.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      When trying to introduce different classroom environments we must sometimes deal with less enlightened administrators. We can not always get what we want/need.
    • anonymous
      anonymous on 28 Feb 18
       
      I agree - more flexible learning environments is not always ideal in some situations. The resources needed to make Personalized Learning effective are not always available to us. What do we do then?
  • Inquiry-based instruction, a teaching technique rooted in questioning —
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      I have always thought that this is the best form of education and have used it whenever possible, sometimes to the head shakes of administrators. It really works well with students of all ages and abilities.
  • ...18 more annotations...
  • Marcon tracked children from preschool through the third and fourth grades and found that those with “overly academic” preschool experiences struggled in their later elementary years when they were expected to “think more independently and take on greater responsibility for their own learning process.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      Agree, but we must be careful that academics are not forgotten completely. I have encountered students who have come into kindergarten very independent and lacking the ability to spell their pwn names.
    • aaronpals
      aaronpals on 03 Mar 18
       
      Definitely something to be wary of...guided play might be a better term that would make me more comfortable in this case. I think with the right prompts they can have freedom to play with an end in mind, as well.
  • In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      In an ideal world, someone would do the appropriate assessments and then include them in the student's file. Research is key, I try to observe my future students in their current class room whenever possible.
    • mriniker
      mriniker on 27 Feb 18
       
      Student PEP's (personalized education plans are a great tool to ensure the next teacher or school knows the most important things about a student. This means the teacher can better meet the needs of the student quickly instead of re-learning what another has already discovered. Unfortunately, it is rare to receive that kind of information and we must dig further which sometimes requires a lot of work and time to get answers.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      This is especially true for students with IEP's already in place from another district.  Reading it before can give you background and an idea of how to approach the student to assess where they are.  
  • Read students' files. In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
    • mriniker
      mriniker on 25 Feb 18
       
      Creating personalized education plans for students or some sort of information that passes on from one school or teacher helps us get a better start with students. If we can start with a student knowing they do better in certain environments or with accommodations we do not need to re-learn over weeks what someone else has discovered. This allows us to meet students needs quickly. Unfortunately it is rare that we see that information without spending time digging for it.
  • inventory assessment of existing resources and from a repository of tools and apps that support learners in your classroom.
    • anonymous
      anonymous on 27 Feb 18
       
      I have been wondering about this! It has been clear that students are supposed to have control over their learning topic and resources. Form an elementary perspective it is necessary to preteach about theses learning resources. I'm glad to finally read this.
  • Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • anonymous
      anonymous on 27 Feb 18
       
      This is so true! I am constantly facing this challenge. Another important challenge faced with inquiry based learning is time... unfortunately it is a reality that lessons and units have time limits. It makes it hard to always follow your desire to use these practices.
  • “Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
    • anonymous
      anonymous on 27 Feb 18
       
      Sadly, our traditional education system does take out this play time and creativity. I've been a teacher for 7 years and I started during the beginning implementation of the Common Core Standards. There has been such focus on rigor and DOK that learning experiences have become so bland and structured. Students have almost been trained to wait for instruction to do anything.
    • mriniker
      mriniker on 27 Feb 18
       
      I agree! When I began to let my students select some of their learning they had no idea how to approach it, they wanted me to tell them what to do. In a world with so many opportunities our students lack the ability to really begin outside the box thinking.
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      I taught kindergarten for six years. Over that short amount of time, I saw a decline in critical thinking as we constantly pushed content on students. As a first grade teacher, I continue to see this decline, as well as a major lack of social/coping skills.
  • Practice procedures for independent and collaborative work. Forest Lake's rule of thumb is that each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it. Then add another. Eventually, you'll be able to work with a small group while the other children learn without your constant supervision.
    • anonymous
      anonymous on 27 Feb 18
       
      This really emphasizes how long it takes to establish a learning environment that works for personalized learning. Especially in elementary everything needs to be pre-taught and prepared.
    • anonymous
      anonymous on 01 Mar 18
       
      I'm still going back and forth on how I could even begin to structure my own classroom environment to implement personalized learning. It seems like so much work, not that it wouldn't be worth it, time and energy to teach expectations with no definite outcome. I don't know how my students will handle it. Will they take it and run with it? Will they struggle being self-directed learners and make it seem like I've restructured my classroom for nothing?!
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      I'm also struggling on where to start. I'm trying to decide which "baby steps" will be the most beneficial for my students. Like you mentioned, it will be a lot of work, so you want to make sure that it will be beneficial.
  • Arrange desks into collaborative clusters or stations. The key is to give your classroom flexibility and enable varied work to go on at once. Include options for sitting on the floor, which is better for kids who don't learn as well while sitting still in a chair.
    • mriniker
      mriniker on 27 Feb 18
       
      This is something that really changes how students work. We have different types of learning areas and the kids can work together or in a quiet space if that is there preference. We also have a variety of flexible seating, students love having choices and seem to be more focused when they are comfortable. Days are long when sitting in a chair all day and they get squirmy.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      Absolutely agree!  Sometimes (especially with special education students in my experience) they just need to refocus and moving to a different area with different seating works so well! 
  • continually resist the temptation to lead her students through lessons
    • anonymous
      anonymous on 28 Feb 18
       
      I feel like this would be the hardest part of personalized learning for teachers new to the implementation process. Stepping back from leading students through how to do something and letting them explore/learn on their own. The teacher part of me would want to constantly interject to see where they need help or how they are doing!
  • If we don't give kids a chance to experiment, they may not know they're good at something or like it
    • anonymous
      anonymous on 01 Mar 18
       
      This statement is very interesting to me and I feel like this has happened to me several times before. For example, I've had several experiences when a student struggles with place value but then excels when we get to our multiplication unit. In place value I don't tend to use a lot of manipulatives but when we get to multiplication it is taught very visually to begin with. Maybe that's what a child needs in order to excel - a chance to manipulate and experiment. I need to look into ways other than base-ten blocks on how I can add in manipulatives with my place value unit.
  • s Thinking Maps,
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      This is a new idea to me. After I looked into it, I realize many of the eight "Thinking Map" are graphic organizers I am familiar with, I am not using them with my first graders. This is something I want to begin to do.
  • if there’s no place for play in the classroom, “then there’s no place for children in the classroom
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      What a powerful quote!! Something important for all educators to remember--no matter the age of the child!
  • With young children, you can have them draw a smiley or sad face in response to questions like, "Do you like drawing pictures?" Then you'll be better armed to play to their passions and strengths.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      I love this idea in order to survey younger children, I always struggle with how to give them more input for personalized learning.
  • You can check instantly using a simple thumbs-up/thumbs-down question-and-answer or, if you have them, electronic remote clickers. Forest Lake curriculum coordinator Marian Scullion suggests using an exit slip; after a lesson, have students write their answers to a quick question about what they've learned. Then, use that feedback to plan for the next day.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      These are examples of "Total participation techniques"- the AEA offers a class covering this technique in getting students more involved in their learning, and to help teachers better assess student progress in order to tailor teaching to reach all students.
  • Share planning duties with a fellow teacher. Find someone at your school who shares your passion for differentiated instruction and join forces. Divide up the work; each of you can devise different versions of a lesson for different learning styles and abilities. Plus, once you get a few people excited about this effort, it can be contagious.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      Such a great idea!  I see so much competition in some teacher relationships, when if they would work together it would benefit the both of them!  I also feel students can better collaborate when grade levels do similar activities, so even when friends or siblings are in different sections, they can still support one another because they are doing similar or the same skills.  Grade level sections who work together seem to be happier and have greater success with students.  Two heads are better than one! 
  • This is a simple chart on which each student writes what she already knows ("K") about a given topic, what she wants to know ("W"), and then -- to be filled out at the end of the lesson -- what she actually learned ("L"). You can use these charts like cheat sheets to spot strengths or gaps in students' base knowledge.
    • aaronpals
      aaronpals on 03 Mar 18
       
      Or a pre-test, especially if you might be work on an adaptive OLP. One of the programs I was looking at allowed teachers to assign targeted lessons as starting points if they knew what their student's skills were.
  • You can also provide struggling students with leveled text -- less difficult reading that contains the same content."
    • aaronpals
      aaronpals on 03 Mar 18
       
      This reminded me of something you could put in The Google. A quick search of non-lingual representations could provide useful ideas for ESL and students with IEPs.
  • gives them a lot more than what I can give them teaching straight from a textbook all day.”
    • aaronpals
      aaronpals on 03 Mar 18
       
      And a chance to exercise social skills beyond a completely structured set up.
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?
  •  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?
salterberg

Online Learning Quiz - 0 views

moodlesw.aealearningonline.org/...Online%20Learning%20Quiz.html

shared by salterberg on 16 Jan 19 - No Cached
  • Above average. I enjoy reading and writing and have confidence in my abilities. Learning and communicating in online courses requires much reading and writing; these skills are essential.
    • salterberg
      salterberg on 16 Jan 19
       
      This survey question isn't designed very well! :-) I enjoy writing, and have confidence in my abilities, but I'm a slow reader and not so comfortable with that! (But I thought I'd practice using diigo.)
apforts

Google Sites - 1 views

sites.google.com/...edit

moodle_iowa

shared by apforts on 31 Oct 19 - No Cached
  • Oct 31
  • Unit 3 - Posted from June 28th - July 4thSurvey Due: July 4th, 2019
tboeckman

ol101-f2019: Iowa Online Teaching Standards - 10 views

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

shared by tboeckman on 10 Sep 19 - No Cached
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • anonymous
      anonymous on 10 Sep 19
       
      I think getting student feedback is the only way to grow and develop a course
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
    • anonymous
      anonymous on 11 Sep 19
       
      I am always checking that my assessments achieve what my objectives promised
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      With our math courses in Osage shifting to Standards Based Learning (SBL) this is necessary!!
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • anonymous
      anonymous on 11 Sep 19
       
      Effective communication will help both students and instructors succeed in a course
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      Effective and clear communication is necessary in any course...whether it be online or face-to-face. I tend to over-communicate just to keep all stakeholders informed.
    • jhatcher
      jhatcher on 22 Sep 19
       
      This would be critical, so that the student know what he/she is doing well or needs to improve. I think the voice tool would make this quicker, easier, and be effective. I am going to start using this more in Moodle to respond to students' work.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Communication is the key in any working environment and essential with students in either face to face or on line. On line students may require more communication.
  • ...50 more annotations...
  • Assists students with technology used in the course (Varvel III.C)
    • anonymous
      anonymous on 11 Sep 19
       
      this the standard that scares me the most - being able to troubleshoot technology issues will be tough for me
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • anonymous
      anonymous on 11 Sep 19
       
      My goal is to make expectations for behavior and the consequences if not followed - very clear at the outset of the course.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • alisauter
      alisauter on 11 Sep 19
       
      This is just good sense. We do this in the traditional classrooms, so it definitely needs to be WELL defined in an online classroom.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      Since I'm currently working on blending my classroom, I definitely don't do this as explicitly online as I have been doing in our face to face environment. It's definitely something I need to build into the online component.
    • jhatcher
      jhatcher on 22 Sep 19
       
      My District is pushing teachers to be very explicit about this! Has anyone heard of the 5D model? The first dimension is all about naming and explaining the learning that will be taking place. We also need to mention it as we teach and at the end of the class. I know I can do better with this.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Not only do we need to identify and communicate the outcomes and expectations at the beginning of the course, they need to be restated throughout the course.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • alisauter
      alisauter on 11 Sep 19
       
      Probably my #1 when it comes to importance. People think they are the same. They couldn't be more different.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I am still trying to find the balance between what I move online and what I am doing face-to-face and how to inform all of the stakeholders involved. I think that understanding the differences are essential to meet all of the needs of my students.
  • • 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)
    • alisauter
      alisauter on 11 Sep 19
       
      One of the reasons driving online learning is that it is more personalized to meet the needs of the students.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      However, it will be up to the individual to let the instructor know of difficulties that are being experienced. Communication is a key component of a successful online learning experience - including both the instructor and the student for success.
  • • 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)
    • alisauter
      alisauter on 11 Sep 19
       
      Modeling best practices for all students, whether they are face-to-face or traditional, really needs to be a priority. Online students will likely have more digital citizenship opportunities than many other students. Teaching them and modeling compliance with the policies is crucial.
    • gmonat
      gmonat on 15 Sep 19
       
      Patterns in lesson sequencing is very important so students are comfortable with the familiar format.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This is very important because I could see assessment types getting repetitive with online learning. I imagine it would take some creativity to continually rethink assessment for the online paradigm.
    • gmonat
      gmonat on 15 Sep 19
       
      Multiple assessments is important so participants have a variety of ways to show their understanding. However, I think you can have TOO many different formats which can add stress to students.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • gmonat
      gmonat on 15 Sep 19
       
      This is critical! Since your students may never see you face-to-face, they must feel that you are there to help them and are accessible in a reasonable amount of time.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Yes, it can also be the most demanding one. With students doing things at various times of the day, you would have to communicate your "office hours" otherwise you might find yourself always having to be available.
  • Provides substantive, timely, and constructive feedback to students
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      In my experience, online tools make it so much easier to provide feedback to students. This feels even more important in the online environment where regular, in person check ins may not exist.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I agree. I feel like feedback is much more a focus with online tools. It IS the interaction. In face-to-face, we have a lot of interaction with students that isn't specific or personalized feedback but in an online setting, that changes.
    • ceberly
      ceberly on 23 Sep 19
       
      The word "timely" sticks out to me here. If students are working somewhat at their own pace, it is important for feedback to be given fairly quickly so that any misconceptions can be addressed right away.
    • gmonat
      gmonat on 15 Sep 19
       
      Timely feedback is very important as students want to know how they are doing and cannot 'approach' you physically to ask. Constructive feedback also helps students adjust their work accordingly.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      This is something that I plan to do now that I am implementing Moodle in my courses. It would be interesting to conduct an online learning survey for students before and after having them learn using Moodle rather than Google Classroom.
    • dwagner2
      dwagner2 on 21 Sep 19
       
      If I am not knowledgeable to use the system, I will not be able to effectively lead students in their learning. Also it would be important to use more than one avenue to be the most effective.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I'm constantly looking for feedback, although I feel my students are afraid to be honest with me, even when I assure them it is anonymous and nothing punitive will happen. I've tried Google forms and set them up so they do not collect email addresses, stepping out into the hall and having students leave sticky notes on the board...
  • Assists students with technology used in the course (Varvel III.C)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I believe this will be essential so that I can help my students navigate between everything they need in the course. I often find myself double and triple-checking things in my Moodle course to make sure students can access them and everything runs according to plan. It definitely requires patience as well when assisting students with the technology.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think this key and sometimes the hardest part. For many students, this new territory for them. There is so much to learn about taking an online class, that it can be overwhelming.
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      Everything stood in this standard stood out to me as critical. It aligns logically with my schools move toward standards referenced grading.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This seems so critical in the online environment! Written text can be misinterpreted so easily, especially when the reader doesn't actually know the writer in person. Extra time and care will need to go into communication. Additionally, recorded videos could be a helpful tool to add a human element to online coursework.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      As an English teacher, data isn't the first thing I think of, but the use of technology makes formative checks incredibly easier. GoogleForms and other quick check quizzes make sorting those who get it from those who almost do and those who are still out wandering the corn. My struggle is not in creating the data, but in having time to use it effectively. The turn around time needed to make the most efficacy of formative data is often so quick that I struggle to keep up.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      I think sometimes, we jump onto a new technology because it's fun or interesting, regardless of whether or not it's effective. I know I have done this in the past. Just because something is new and great, it doesn't mean it's the best technology for every situation.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is what I loved about the Blend/Flip cohort. I felt like it directly addressed that by making the focus on what students need from us and then figuring out how to move some of the other things to digital.
  • Understands student motivation and uses techniques to engage students (
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      This is where the "gamification" of classrooms could come in. I have not experimented with this strategy as I have some qualms about embedding even further students' seemingly already ingrained desire to always be entertained, however, there is considerable research speaking in its favor. Johns Hopkins University studied and advocated the use of Gamification in education: https://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
  • Creates a safe environment, managing conflict
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is key for any discussion thread in a blended or online course and it's something we really have to explicitly teach and address.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      It will be important to monitor replies to posts that are inappropriate in order to assist with this. However, managing the environment may be a little more difficult online as instructors may not know if there is conflict occurring if the student does not let them know.
  • variety of assessments that meet course learning goals
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Variety is key here. The teacher has to have a good idea of where the students are in understanding but formative opportunities have to be much more purposeful. Plus, I think self-assessment becomes even more crucial in online learning.
    • jhatcher
      jhatcher on 22 Sep 19
       
      Yes, I agree that a variety of assessments are important. Students can also self-assess their behavior while online: motivation, responsibility (not on games), honesty and integrity
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Technology is fast paced and keeping current is essential to the profession. Professional development in the district needs to address the current technology needs of teachers.
  • 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
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I feel we should do this as face-to-face teachers as well. I know I strive to follow a pattern so students know what to expect. I'm a fan of the "I do, we do, you do" model.
  • 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.)
    • dwagner2
      dwagner2 on 22 Sep 19
       
      Without the knowledge and ability, how will I be able to use this format to be successful?
    • mpercy
      mpercy on 23 Sep 19
       
      This is a challenge when changing from face-2-face instruction to online instruction.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think you just have to give yourself time. Yes this standard is important, you have to be able use the software, but you can also learn from your students. If you start with a blended approach than you can ask your students face to face for support.
  • 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)
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Giving students the ability to perform at the level at which they are at is one of best ways to ensure that students are going to be successful.
  • 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)
    • apforts
      apforts on 23 Sep 19
       
      Everything should be aligned to achievement.
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • apforts
      apforts on 23 Sep 19
       
      Content including technology is important. One is not more important than the other in an online environment.
  • • 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)
    • apforts
      apforts on 23 Sep 19
       
      The professional teaching standards are important for access and equity of all students.
  • • 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)
    • apforts
      apforts on 23 Sep 19
       
      It is content and pedagogy that makes learning happen for students.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • ceberly
      ceberly on 23 Sep 19
       
      As we begin online courses it will be important for my district to view the technology policies that are already in place and determine if more guidelines need to be set. The words "appropriate use of written communication" stick out to me. I'm not sure they have been defines
  • Networks with others involved in online education for the purpose of professional growth
    • mpercy
      mpercy on 23 Sep 19
       
      The best part of taking courses such as this one is to learn of the experiences of other instructors.
  • Understands and uses data from assessments to guide instruction
    • mpercy
      mpercy on 23 Sep 19
       
      This is a focus for our district this year. To use our LMS generated data to guide instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • • Sets and models clear expectations for appropriate behavior and proper interaction
    • ceberly
      ceberly on 23 Sep 19
       
      As a PBIS coach in my district this resonates with me. "Pre-correct" or remind students of the expected behavior EVERY time- in other words, prior to each course, even if they have taken 3 courses prior.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • mpercy
      mpercy on 23 Sep 19
       
      This is not much different from the face-2-face classroom. Students, parents, and administrators want to see evidence of learning.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      There are so many tools out there. I find this one a bit confusing. Deciding what tools are best for what what assignment or task, at this point is a guessing game for me. Somethings, I think I've been right and others I realized that I wasn't. I wonder if there is resource out there that offers a guideline for what tools fit what practice or task.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I wonder if this could possibly help students work better in groups. So many times group works falls apart because middle school students get distracted and run out of time. Would online collaboration help with this?
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Still working on how to best do this one. It makes so much sense and yet I find it tough to manage in an online environment. I've recently found Edulastic. An online test creator that has question bank of questions created by hundreds of teachers on many topics. I'm experimenting with using it as a way to help students pre test and check where they are at in their understanding.
  • Communicates assessment criteria and standards to students, including rubrics f
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Students need to be able to understand and know exactly what their job is and how well they are performing while doing the job. Also, by communicating criteria and standards, students will have a further understanding of why they are learning it also.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Rubrics communicate expectations to students. Students can see what they need to improve on and are able to set goals.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Collaboration and interaction are two very large pieces of the puzzle of employability skills that are imperative for successful employees. By providing students with the opportunity, we are further preparing them to gain and maintain successful employment. Students will work with people of all ages and abilities throughout their lives, so all levels of collaboration and interaction are important - especially online where one is unable to use visual cues to discern the meaning of communication.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This is so crucial in making sure that we impact ALL learners equally.
  • 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
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one is interesting because I feel like when done online it can be tricky due to the fact that it's harder to get that instant feedback from students.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one really pushes us to think "is this meaningful? Does it reach my goals? Does it feel like it is worth the valuable time of the learner?"
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      A very powerful one. When we don't feel futuristic to learners we begin to feel irrelevant. We have to work hard to stay two steps ahead.
  • Has experienced online learning from the perspective of a student
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Having this experience would allow the instructor to be able to understand student expectations and needs.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      In my position data is collected weekly. If the data indicates the student is not being successful, decisions about instructional strategies may be made. It lends for the instruction to be more student centered.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • swatts_
      swatts_ on 25 Sep 19
       
      I think this is very important. I have been guilty of grabbing something from the internet then realizing this wasn't the best for my students. What kind of PD is available for this? What OER is available that is aligned with Iowa Standards?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • swatts_
      swatts_ on 25 Sep 19
       
      This is an interesting indicator because teacher often resort to shutting technology down for students who use it inappropriately. More learning would be needed to help teacher use these as teaching moments.
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