Group items tagged

Articles: Preparation-Whatever you are presenting needs to have a story behind it-somehow-as well as making the story interesting. Most of the time presentations can be given by doing so with personal experiences. Personally, I love hearing about other's personal experiences when it comes to pertaining to my career and their lives, due to the fact that it helps me learn from them. I feel by incorporating into the presentation some personal experience, this allows the presenter to be more comfortable in front of the audience, know their material well, and the audience will remember the presentation. Many presenters do a great job of incorporating comedy into their presentations, which adds to the creativity and helping the audience relate and remember the content.

Awakenings - There seems to always be a way to tie in a story.  I agree that humor always adds more to it.

Awakenings - Six words - I have broken this rule so many times!  This will be a hard one for me to break.

Awakenings - Also I have sat through many boring powerpoints.  Need to really focus on how much time I have and what exactly I need to get accomplished.  Plan!

Articles: Preparation-This statement has a lot of meaning to it about going first. There are many people that are not able or willing to stay for the last part of the conference, seminar, etc., due to travel time or other obligations that they may need to leave for. I've been there! And the amount of time you as the presenter takes on the presentation, you definitely do not want to only have a small portion of the audience to hear you present. Use this chance to be the first to get done with your presentation and not worry about waiting until later and not having the audience.

I read another article by Bray and McClaskey that said personalization is learner-centered and differentiation is teacher-centered. In this article it seems they are saying "Personalized" learning is teacher-centered and "Personal" learning is learner-centered. I agree we need to give the kids the skills and tools to create their own learning. The problem solving and organizational skills they learn from doing things for themselves is much more valuable than any standardized test we ask them to take. If they are in charge of their learning when they are young, hopefully they will become life-long learners.

This sounds very hard. I wish there were some examples of taking a typical teacher centered lesson and changing it up to include all these features.

This seems very difficult to me. I wish there were some exmples of taking a teacher centered lesson and personalizing it as is explained here.

This sticky note is suppose to be on the first article. Don't know why it shows up here! I can't seem to delete it! Sorry.

This seems like a tool that would be effective for all of my students. Most of them still take notes in their science notebooks--but a few have dabbled in writing their notes digitally. The problem I see with this is that they write them in separate google documents and then do not find a way to organize them so that they can access them easily when needed. This could be a good tool for them to learn early in their high school career and then carry it on as they get into courses with a larger need for note-taking.

This is definitely something that I would worry about with my students initially. Because they are used to having technology, I sometimes take for granted the skills I expect them to have when it comes to using different sites. Moodle has been a bigger learning curve for my students than expected, so I know that I would definitely need to prepare my students for setting up and using PLE first. Which also means that I need to feel comfortable explaining what it is and how it works to my students as well.

I find this becoming more and more true the longer I teach. My frustration comes from where to start in supporting students so that they can become more sophisticated in learning online. For example, I use Moodle for my courses rather than Google Classroom and I run into more hesitation and complaints from students than I anticipated because it is "something different." I'm not sure if it is because only a small subset of teachers are currently pushing their students outside of their comfort zones when it comes to online learning and that's where the pushback is, but I feel like we need more teachers to buy into changing the landscape of online learning beyond Google Classroom. I feel like only then will students start to develop those skills and abilities to grow in their capacity as online learners.

In our class I think we have referred to these key qualities as performance indicators.

yes, I have also thought of these as criterion, but performance indicators give some indication as to what high performance looks like.

Data that supports the idea of a student/ teacher partnership in assessment building leading to "deeper thinking" would be interesting to peruse.

Succinct distinction between levels of scale in rubrics, allows for less subjectivity in assessment.

This is hard to do for me in rubrics. Sometimes I find myself going to numbers (i.e. 3 peices of evidennce = 4, 2 pieces of evidence = 2, etc) but that is not good. I like the example that is given here, it just takes so much time to come up with all of those distinction levels.

Co-constructing rubrics helps provide the metacognitive piece for students.

It helps students take ownership of their learning which really can help with personal goal setting and achievement.

An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.

This is a comment!

This, along with standard 4, is perhaps what I'm the most concerned about. As a classroom teacher, I knew that my 1st hour didn't always get the best version of me for the day -- which sounds horrible -- because I was also learning as the day went on. I was learning what strategies worked the best to help kids learn. So often my last period of the day looked very different from the first period. What I realize in my new position is that I have less iterations -- less opportunities -- to adjust "on the fly". So more front-loading and preparation has to occur on my part. The inability to course-correct easily has me nervous. Thus, I must improve my planning and designing skills.

I appreciate what was taught in the corresponding lesson to this assignment -- that online learners are still normal humans with normal human needs according to Maslow. I think so often we take that for granted -- assuming that just because content is posted "online", that students can automatically find it to be an enriching learning experience. Unfortunately, I've had too many poor online learning experiences -- I know that it doesn't just "happen". I think that this criterion is underrated by many who profess to be online "teachers". I need to improve in this area.

I think it's always important to remind ourselves that OLPs and ALS are not a replacement for teacher directed instruction. These programs are meant to be supplemental.

I like this tutor analogy and the reminder to teachers that the reports that are part of these adaptive learning programs are meant to be used to help guide classroom instruction.

In my opinion, this applies to ALL technology being used int he classroom. Every program has its benefits IF it is being used as intended. Don't expect the technology to do something it wasn't meant to do. In my mind, I see adaptive learning programs being used during a small group time in the classroom. Traditionally, student who are not participating in the teacher-led small group are doing independent learning tasks. The trouble with this is that students are only practicing skills that they can be successful with independently. They are not actively learning. However, if this independent time could be utilized for Adaptive Learning Programs implementation, then students could be getting "tutored" at their own instructional level rather than simply engaging in busy work.

This sounds like a way to help students keep track of resources they use frequently. Sounds along the lines of a curation tool that has the added benefit of being able to share with others, so collaboration can occur.

This statement is 100% me. I've created Symbaloo, diigo, pinterest, etc... and never really go back to them for the educational aspects. I still stick to just bookmarking things. I understand the benefits of having a curation tool of some sort. What's the best way to introduce this concept and how to have students decide what type of digital dashboard works best for them? I wonder if the students are as digitally savvy as we perceive them to be when it comes to learning online.

this seems to be a mantra for anything having to do with tech too

Rubrics are very helpful with student self-assessment. Students are able to clearly see what an instructor will be looking for while grading and can decide if they need to learn more or have enough.

I agree! Hattie rates student self-reported grades as the top influence on student performance and achievement. Wow! If we could create well-written rubrics and use them effectively with students, imagine the growth that could occur!

I could see this being true sometimes - or maybe even as a review afterwards. Students could be used to provide feedback and improve the rubric.

These are nice, so students can see consistency across the board for certain types of assignments